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WILLIAM  CLAYTON  BOWER 


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The  University  of  Chicago  Publications 
IN  Religious  Education 

EDITED    BY 

ERNEST  D.   BURTON  SHAILER  MATHEWS 

THEODORE  G.  SOARES 


principles  and  methods  of 
religious  education 


A  SURVEY  OF  RELIGIOUS  EDUCATION 
IN  THE  LOCAL  CHURCH 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


THE  BAKER  &  TAYLOR  COMPANY 

NEW  TOBK 


TU£  CAMBRIDGE  UNIVERSITY  PRESS 

LONDON  AND  EDINBUROH 

THE  MARUZEN-KABUSHIKI-KAISHA 

TOKTO,  OSAKA,  KYOTO,  FUKUOKA,  SINDAI 

THE  MISSION  BOOK  COMPANY 

SIIAIiaHAI 


A  SURVEY  OF 
RELIGIOUS  EDUCATIO 
IN  THE  LOCAL  CHURCH 


William  Clayton  Bower,  A.M. 

Professor  of  Religious  Education  in  Transylvania  College 
and  the  College  of  the  Bible,  Lexington ,  Ky. 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


Copyright  i  919  By 
The  University  of  Chicago 


All  Rights  Reserved 


Published  January  1919 


Composed  and  Printed  By 

The  University  of  Chicago  Press 

Chicago,  Illinois,  U.S.A. 


TO  MY  STUDENTS  IN  THE  DEPARTMENT  OF  RELI- 
GIOUS EDUCATION  IN  TRANSYLVANIA  COLLEGE  AND 
THE  COLLEGE  OF  THE  BIBLE,  LEXINGTON,  KEN- 
TUCKY, WITH  WHOM  I  FIRST  WORKED  OVER  THE 
MATERIAL  IN  THIS  FIELD,  THIS  BOOK  IS  AFFEC- 
TIONATELY DEDICATED. 


GENERAL  PREFACE 

The  progress  in  religious  education  in  the  last  few 
years  has  been  highly  encouraging.  The  subject 
has  attained  something  of  a  status  as  a  scientific 
study,  and  significant  investigative  and  experimen- 
tal work  has  been  done.  More  than  that,  trained 
men  and  women  in  increasing  numbers  have  been 
devoting  themselves  to  the  endeavor  to  work  out 
in  churches  and  Sunday  schools  the  practical  prob- 
lems of  organization  and  method. 

It  would  seem  that  the  time  has  come  to  pre- 
sent to  the  large  body  of  workers  in  the  field 
of  religious  education  some  of  the  results  of  the 
studies  and  practice  of  those  who  have  attained 
a  measure  of  educational  success.  With  this  end 
in  view  the  present  series  of  books  on  ''  Principles 
and  Methods  of  ReHgious  Education"  has  been 
undertaken. 

It  is  intended  that  these  books,  while  thoroughly 
scientific  in  character,  shall  be  at  the  same  time 
popular  in  presentation,  so  that  they  may  be 
available  to  Sunday-school  and  church  workers 
everywhere.  The  endeavor  is  definitely  made  to 
take  into  account  the  small  school  with  meager 


X  General  Preface 

equipment,  as  well  as  to  hold  before  the  larger 
schools  the  ideals  of  equipment  and  training. 

The  series  is  planned  to  meet  as  far  as  possible  all 
the  problems  that  arise  in  the  conduct  of  the  educa- 
tional work  of  the  church.  While  the  Sunday 
school,  therefore,  is  considered  as  the  basal  organi- 
zation for  this  purpose,  the  wider  educational  work 
of  the  pastor  himself  and  that  of  the  various  other 
church  organizations  receive  due  consideration  as 
parts  of  a  unified  system  of  education  in  morals 
and  rehgion. 

The  Editors 


AUTHOR'S  PREFACE 

With  the  introduction  of  the  scientific  method 
into  the  theory  and  practice  of  religious  education 
the  time  has  arrived  for  the  definite  measurement 
of  results.  While  religious  education  was  yet  in 
the  empirical  stage  of  its  development,  churches, 
supervisors,  and  teachers  might  be  content  with 
the  consciousness  that  they  were  "doing  good," 
without  any  very  precise  definition  of  what  the 
"good"  was,  so  long  as  their  efforts  were  in  the 
right  general  direction  and  they  could  see  the  more 
or  less  tangible  results  of  their  labors. 

Recently,  however,  the  entire  theory  and  prac- 
tice of  religion  has  been  subjected  to  criticism, 
specific  aims  are  being  formulated  on  the  basis  of  a 
sound  philosophy  of  education,  experiments  have 
been  made  in  the  construction  of  suitable  courses 
of  study,  a  search  has  been  made  into  the  psychol- 
ogy of  child  development  and  the  laws  that  govern 
the  formation  of  character,  and  method  is  in  a 
way  to  be  standardized  on  a  scientific  basis.  The 
church  is  becoming  profoundly  awakened  to  its 
responsibility  and  opportunity.  The  workers  in 
religious  education  can  no  longer  be  content  with 


xii  Author's  Preface 

a  vague  satisfaction  that  they  are  doing  good. 
The  actual  results  of  the  theories  upon  which 
religious  education  is  proceeding,  the  process  itself, 
and  the  present  agencies  of  rehgious  education 
must  be  subjected  to  thorough  analysis  and  criti- 
cism with  reference  to  carefully  formulated  stand- 
ards and  tests. 

It  is  with  a  view  to  aiding  groups  of  students  in 
religious  education,  local  churches  that  have 
become  awakened  to  their  educational  responsi- 
bility, and  groups  of  administrators  and  teachers 
in  the  Sunday  school  in  making  a  careful  survey  of 
the  work  of  religious  education  in  the  local  church 
that  this  study  is  given  to  the  public.  It  is  largely 
the  result  of  the  use  of  the  method  of  the  survey 
among  a  group  of  students  in  the  department  of 
religious  education  in  the  college  in  which  the 
author  is  at  work.  It  is,  in  a  measure,  a  witness 
to  the  increasing  penetration  of  the  scientific 
method  into  this  new  and  promising  field  and  a 
prophecy  of  a  still  more  thoroughgoing  use  in  the 
future  of  the  scientific  method  in  religious  educa- 
tion. 

In  order  to  make  the  work  of  the  largest  value 
it  has  been  thought  advisable  to  present  a  somewhat 
full  treatment  of  the  survey  method.  Many  stu- 
dents will  come  to  a  consideration  of  this  subject 


Author's  Preface  xiii 

without  previous  study  of  the  social  or  educational 
survey.  It  would  be  undesirable,  however,  to 
endeavor  to  use  the  method  in  rehgious  education 
without  an  adequate  recognition  of  what  has 
already  been  accomplished  in  the  other  fields. 

Lexington,  Kentucky 
June  15,  1918 


CONTENTS 

PART  I.    THE  SURVEY 

CHAPTER  PAGE 

I.  The  SciENTrFic  Method 3 

II.  The  Survey 14 

III.  The  Social  Survey 30 

IV.  The  Educational  Survey 43 

V.  The  Survey  in  Religious  Education      .     .  62 

PART  II.    THE  SCHEDULE 

VI.  The  Use  of  the  Schedule 81 

VII.  A  General  Schedule  for  the  Survey  of 

Religious  Education  in  the  Local  Church  88 

VIII.  Departmental  Schedules 147 

A.  The  Elementary  Division 147 

B.  The  Secondary  Division 154 

C.  The  Adult  Division 160 

IX.  Schedule  for  Observing  a  Class  Recitation  164 

Bibliography 169 


XV 


PART  I 
THE  SURVEY 


CHAPTER  I 
THE  SCIENTIFIC  METHOD 

Only  within  recent  years  has  the  scientific 
method  begun  to  make  itself  felt  in  religious 
education. 

The  Sunday  school  had  its  rise  as  an  aspect  of 
the  philanthropic  movement  in  education  on  the 
Continent  and  in  England  in  the  eighteenth 
century.  Consequently  its  initial  motive  was 
humanitarian,  and  this  motive  found  expression 
in  the  attempt  of  Robert  Raikes  to  improve  the 
intellectual  and  moral  conditions  of  the  ragged 
waifs  of  Gloucester.  In  America,  from  the 
beginning,  the  motivation  of  the  Sunday-school 
movement  was  slightly  different  from  that  in 
Europe,  in  that  it  placed  greater  emphasis  upon  the 
religious  than  upon  the  philanthropic  aspects  of 
its  work.  But  even  so,  during  the  expansive 
period  that  falls  within  the  nineteenth  century  the 
impulse  that  led  to  the  organization  of  schools 
throughout  the  Mississippi  Valley  and  on  the 
western  frontier  was  primarily  missionary.  The 
earHest  Sunday-school  secretaries  were  evangehsts 
and  missionaries.  Even  yet  the  urgency  of  the 
movement  arises  from  a  real  but  more  or  less 


4     Religious  Education  in  the  Local  Church 

indefinite  desire  to  do  good  and  to  extend  the 
Kingdom  of  God. 

In  the  earher  period  of  the  development  of  the 
Sunday  school  the  teaching  conditions  were  any- 
thing but  favorable  to  a  scientific  procedure. 
The  buildings  of  liturgical  churches  were  con- 
structed primarily  for  the  maintenance  of  ritualistic 
worship;  those  of  the  non-liturgical  Protestant 
church  were  constructed  primarily  for  the  purpose 
of  hearing  sermons.  Consequently,  until  recently 
the  work  of  religious  education  in  the  local  church 
had  to  be  carried  on  in  sections  of  auditoriums 
shared  by  many  classes  or  in  corners  of  buildings 
devoid  of  equipment  and  wholly  unsuitable  for 
teaching.  The  supervision  of  the  educational  work 
of  the  church  was  intrusted  to  well-meaning  but 
untrained  superintendents  who  were  not  directly 
responsible  to  the  church,  and  who  devoted  their 
time  and  energies  chiefly  to  the  promotion  of  an 
institution  rather  than  to  the  administration  of  a 
course  of  study,  the  management  of  a  corps  of 
teachers,  the  supervision  of  the  teaching  process, 
and  the  setting  up  of  educational  standards.  The 
teaching  body  was  recruited  from  among  those 
persons  in  the  church  who  possessed  deep  piety, 
an  intense  devotion  to  the  work  of  the  Kingdom, 
and  the  spirit  of  service,  but  little  or  no  educational 
training  or  experience.  The  materials  of  instruc- 
tion consisted  of  uniform  lessons  for  the  whole 


The  Scientific  Method  5 

school  covering  the  entire  Bible  superficially  in 
repeated  cycles.  The  method  was  empirical, 
unsupervised,  and  uncriticized  in  the  light  of 
technique  or  definitely  formulated  standards. 
There  were  no  definite  measures  by  which  such 
results  as  were  obtained  could  be  evaluated. 
Quite  naturally  the  results  were  unpredicted  and 
uncontrolled. 

Since  the  beginning  of  the  twentieth  century, 
however,  the  scientific  method,  which  had  pre- 
viously so  thoroughly  taken  possession  of  secular 
education,  has  begun  to  modify  religious  education. 
Educationists  of  the  highest  rank  have  become 
interested  in  the  introduction  of  the  educational 
ideal  into  rehgion  as  well  as  in  the  introduction  of 
the  religious  ideal  into  education.  The  field  and 
subject-matter  of  the  psychology  of  religion  have 
been  marked  off  from  the  other  types  of  the  race's 
reaction  to  its  total  environment.  The  psychology 
of  the  rehgious  development  of  persons  has  been 
differentiated  from  the  general  field  of  genetic 
psychology.  A  special  method  for  teaching  the 
materials  of  religion,  as  distinguished  from  general 
method  or  from  special  method  in  dealing  with 
other  bodies  of  subject-matter,  is  being  worked  out 
on  a  psychological  basis.  A  beginning  has  been 
made  in  the  selection  and  arrangement  of  the 
materials  of  instruction  in  graded  lesson  courses 
covering     the     developmental     period     of     life. 


6     Religious  Education  in  the  Local  Church 

Churches,  in  increasing  numbers,  are  erecting 
modern  plants  designed  to  meet  their  educational 
needs.  An  increasing  number  of  specially  trained 
directors  of  religious  education  are  being  employed 
to  set  up  and  administer  programs  of  religious 
education  in  the  local  churches.  The  agencies  for 
the  preparation  of  educational  leaders  of  the  church, 
including  departments  of  religious  education  in 
colleges  and  seminaries,  have  greatly  increased. 
A  slight  beginning  has  been  made  in  the  working 
out  of  standards  and  tests  in  religious  education. 
These  are  indications  of  the  penetration  of  the 
scientific  method  into  rehgious  education  and  a 
prophecy  of  the  working  out  of  a  theory  and  prac- 
tice upon  a  sound  educational  basis. 

The  scientific  method  rests  upon  four  funda- 
mental concepts.  The  first  of  these  concepts  is 
objectivity.  Science  seeks  to  know  the  facts.  It 
is  outward-looking  rather  than  inward-looking. 
It  seeks  to  eliminate  the  sources  of  error  that  arise 
from  the  inward  mental  states  of  the  observers — the 
''idols"  of  the  ''tribe,"  the  "cave,"  and  the 
"theater,"  which  Bacon  perceived  to  be  the  ene- 
mies of  sound  judgment.  It  seeks  to  base  its  con- 
clusions and  its  procedures  upon  things  as  they 
exist  in  fact. 

The  second  concept  is  induction.  Facts,  merely 
as  facts,  have  no  value  for  science.  Only  when 
they  come  to  have  significance  in  purposive  think- 


The  Scientific  Method  7 

ing  do  they  contribute  to  real  knowledge.  Science 
seeks  the  widest  acquaintance  with  the  facts; 
it  notes  their  relations  of  sequence  and  of  grouping; 
it  arranges  them  in  series  and  classes;  and  when  it 
has  done  this  it  proceeds  to  form  generalizations, 
which  it  calls  laws.  It  follows  that  the  spirit  of 
science  is  that  of  open-mindedness ;  its  conclu- 
sions are  tentative,  awaiting  the  appearance  of  un- 
discovered facts.  It  does  not  hesitate  to  modify 
or  to  reject  a  previously  formed  conclusion  when 
that  conclusion  is  seen  to  be  at  variance  with 
growing  experience. 

Still  another  concept  is  verification.  The  scien- 
tific spirit  is  not  content  with  unverified  opinions. 
Its  methods  are  those  of  precision,  quantitative 
measurement,  and  criticism.  To  the  scientifically 
trained  mind  the  justification  of  any  educational 
procedure,  body  of  materials,  or  method  is  to  be 
found,  not  in  a  theory,  but  in  measurable  results. 
It  is  not  enough  for  the  scientific  educator  to  feel 
that  his  efforts  are  in  the  main  being  exerted  in  the 
right  general  direction  and  that  they  are  producing, 
on  the  whole,  good  results.  He  must  know  pre- 
cisely what  his  objective  is,  what  the  specific  means 
for  its  attainment  are,  and  precisely  in  what  degree 
he  has  or  has  not  attained  his  end.  This  involves 
the  setting  up  of  aims  on  the  one  hand  and  of 
standards  and  tests  on  the  other,  in  the  Hght  of 
which  the  entire  process  may  be  judged. 


8     Religious  Education  in  the  Local  Church 

A  final  concept  of  the  scientific  method  is 
prediction.  As  the  scientific  worker  accumulates 
data  and  grows  surer  of  his  conclusions  therefrom, 
he  is  no  longer  content  simply  with  observing 
facts.  He  is  filled  with  a  confidence  that  he  can 
predict  results  from  given  causes,  and  that  in  so 
far  as  he  can  control  the  causes  he  can  control  the 
results.  The  spirit  of  science  is  therefore  not 
passive  but  active.  It  is  not  content  to  be  a 
witness  of  processes  in  which  it  has  no  part;  it 
becomes  creative  and  forward-looking  and  lays 
its  hands  upon  the  forces  that  shape  the  future. 

The  method  of  science,  therefore,  may  be  said 
to  be  that  of  observation,  classification,  generali- 
zation, and  verification.  This  method  is  employed 
in  a  restless  tugging  at  the  forces  of  life  in 
an  effort  to  control  a  predictable  future.  This 
accounts  for  the  steady  extension  of  man's  power 
over  the  forces  of  nature  through  his  inventions. 
Nor  are  we  able  to  perceive  as  yet  the  limits  of  the 
extension  of  his  control.  This  also  accounts  for 
the  fact  that  more  recently,  as  the  result  of  the 
findings  of  the  social  sciences,  man  is  growing  more 
and  more  confident  of  his  power  to  control  the 
future  direction  of  human  progress.  Society  itself 
is  becoming  self-conscious  and  self-directing. 

The  history  of  every  positive  science  passes 
through  two  well-defined  stages.  The  first  of 
these  stages  is  the  curious  observation  of  phenom- 


The  Scientific  Method  9 

ena  as  they  occur  in  the  undisturbed  processes  of 
nature  or  of  society.  Sequences  and  groupings  of 
phenomena  are  noted  as  they  occur  in  experience 
under  both  similar  and  varying  circumstances.  In 
this  manner  relations  and  causes  are  discovered, 
such  as  the  expansive  power  of  steam,  the  law  of 
gravitation,  or  the  distribution  of  population 
according  to  food  supply,  climate,  and  elevation. 
In  this  stage  the  scientist  remains  a  curious  but 
passive  observer.  In  the  second  stage,  however, 
passive  observation  passes  over  into  active  experi- 
mentation. Situations  are  deliberately  created, 
conditions  are  modified  at  will,  new  factors  are 
introduced  or  previous  ones  withdrawn,  and  the 
results  are  observed.  In  the  first  of  these  stages 
science  becomes  self-conscious;  in  the  second  it 
has  become  self-directive.  In  the  first  stage  it  is 
appreciative  and  critical;  in  the  second  it  is 
dynamic  and  creative.  With  the  entrance  of 
science  upon  the  second  stage  of  development 
progress  becomes  positive,  certain,  and  rapid. 

Scientific  method  begins  by  observing  things  as 
they  are  and  noting  the  results  which  are  being 
secured.  But  if  progress  is  the  end  in  view,  then 
these  results  are  scrutinized  in  the  fight  of  things 
as  they  ought  to  be.  The  actual  is  held  up  in  the 
light  of  the  ideal.  Certain  results  are  judged  to  be 
desirable,  while  others  are  judged  to  be  undesirable. 
Such  judgments  are  formed  on  the  basis  of  certain 


10    Religious  Education  in  the  Local  Church 

scales  of  values  which  represent  the  things  that 
are  most  and  least  worth  while,  and  between  these 
extremes  the  relative  worthfulness  of  every  inter- 
vening degree  of  value. 

With  the  evaluation  of  results  the  attention  is 
shifted  from  the  results  to  the  process  that  has 
produced  them.  The  process  is  analyzed  for  its 
factors  and  its  conditions  with  a  view  to  discovering 
the  specific  causes  of  particular  results.  Analysis, 
in  turn,  is  followed  by  the  crowning  act  of  science 
— the  reconstruction  of  the  process  itself.  Experi- 
mental science  rearranges  conditions,  withdraws 
undesirable  causes,  and  introduces  desirable  factors, 
and  then  proceeds  again  to  measure  results;  and 
so  on  indefinitely  and  patiently  until  it  has  at  last 
secured  the  results  for  which  it  seeks.  It  is  in  this 
ability  to  reconstruct  the  process  that  the  efficiency 
of  scientific  method  Hes  as  an  instrument  of 
progress. 

The  physicist,  the  chemist,  and  the  biologist  have 
long  used  the  method  of  reconstructive  science  in 
the  discovery  of  truth  and  in  the  control  of  the 
processes  of  nature.  The  social  engineer  has 
adopted  this  method  as  the  instrument  for  improv- 
ing the  social  environment  in  which  men  live  their 
lives.  The  educationist  has  come  to  feel  that  by 
the  employment  of  this  method  education  has 
become  the  fundamental  method  of  progress. 
Have  not  the  workers  in  the  field  of  religious  educa- 


The  Scientific  Method  ii 

tion  a  method  at  hand  for  creating  a  type  of  mind 
that  will  make  its  adjustment  to  the  world  a 
distinctly  religious  adjustment  ? 

The  present  study  is  based  upon  the  assumption 
that  there  is  now  a  sufficient  basis  for  the  intro- 
duction of  the  scientific  method  into  religious 
education.  The  institutions  contemplated  in  this 
study  are  the  agencies  for  rehgious  education  in 
the  local  church,  and  in  particular  the  Sunday 
school,  the  church  school,  or  the  department  of 
religious  education,  as  it  is  variously  designated. 
The  Sunday  school  has  been  in  operation  for  more 
than  a  century  and  a  third.  It  has  developed 
an  elaborate,  world-wide  organization.  It  has 
arranged  materials  of  instruction,  the  most  ad- 
vanced of  which  have  been  in  use  since  1908.  It 
has  developed  a  technique  of  instruction.  Mani- 
festly it  should  be  possible  to  evaluate  the  results 
that  have  thus  far  been  obtained.  And  it  is  now 
time,  in  the  light  of  these  results,  to  scrutinize  the 
organization,  the  materials,  and  the  procedure  of 
this  agency  with  a  view  to  judging  its  adequacy  to 
meet  the  increasing  demands  for  a  sound  religious 
education  which  the  church  and  democracy  are 
making  upon  it. 

Shall  not  churchmen  feel,  as  educationists  and 
social  statesmen  have  come  to  feel  in  their  respec- 
tive fields  of  endeavor,  that  upon  a  forward-looking 
and  creative  religious  education  is  to  be  placed 


12    Religious  Education  in  the  Local  Church 

their  chief  dependence  in  seeking  to  forward  the 
interests  of  the  Kingdom  of  God  ?  If  so,  they  can 
no  longer  be  content  with  accepting  uncriticized 
results  in  the  formation  of  the  spiritual  character 
of  the  coming  generation.  Society  has  no  more 
responsible  task  than  this  which  it  has  committed 
to  the  church  of  the  twentieth  century.  The 
educational  agencies  of  the  church  must  be  recon- 
structed and  again  reconstructed  until  they  are 
adequate  for  producing  the  results  in  the  spiritual 
life  of  the  young  which  the  church  and  society  have 
a  right  to  expect  of  them.  In  this  process  of 
reconstruction  it  is  the  privilege  of  the  time- 
honored  and  historic  Sunday  school  to  take  the 
lead.  Under  the  influence  of  sound,  reverent,  and 
constructive  scientific  method  it  is  capable  of 
increasing  usefulness  to  the  Kingdom  of  God. 

SUMMARY 

In  its  earliest  development  the  primary  motive 
in  the  work  of  the  Sunday  school  was  philanthropic, 
with  the  emphasis  in  America  upon  the  religious 
aspects  of  its  work.  Its  earliest  methods  were  not 
scientific.  But  with  the  beginning  of  the  twentieth 
century  the  scientific  method  began  to  affect  the 
work  of  the  Sunday  school  with  evident  results. 
The  scientific  method  rests  upon  the  concepts  of 
objectivity,  induction,  verification,  and  prediction. 
It  seeks  to  control  the  future  by  a  knowledge  of 


The  Scientific  Method  13 

the  laws  and  forces  that  govern  nature  and  human 
life.  The  positive  sciences  pass  through  the 
observational  and  experimental  stages.  The 
scientific  method,  beginning  with  the  results, 
attempts  the  reconstruction  of  the  process  and  so 
becomes  the  chief  instrument  of  progress.  The 
scientific  method,  which  has  been  employed  with 
such  satisfactory  results  in  the  natural,  social,  and 
educational  sciences,  may  well  be  employed  as 
the  fundamental  method  in  religious  education. 
Religious  education  thus  becomes  the  means  by 
which  the  church  may  exercise  social  control  over 
the  future  of  its  own  life. 


CHAPTER  II 
THE  SURVEY 

The  instrument  upon  which  social  and  educa- 
tional workers  are  coming  to  place  their  chief 
dependence  in  measuring  the  effectiveness  of 
institutions  and  processes  is  the  survey,  as  embody- 
ing the  practical  aspects  of  the  scientific  method. 

The  survey  is  a  very  modern  device.  The 
method  itself  was  first  used  privately  by  Charles 
Booth,  who  made  a  careful  study  of  the  conditions 
of  Kving  and  labor  among  the  people  of  London,  an 
investigation  that  extended  over  a  number  of  years 
and  consumed  a  considerable  part  of  his  fortune. 
The  results  of  this  study  were  published  in  his 
Life  and  Labors  of  the  People  in  London  in  1902. 
The  first  use  of  the  term  ''survey,'^  however,  and 
the  first  conscious  organization  of  the  method  of 
the  survey  date  from  the  Pittsburgh  Survey  in 
1907. 

The  earliest  field  in  which  the  survey  was 
employed  was  that  of  applied  social  science,  in 
which  field,  up  to  the  present  time,  it  has  been  used 
most  extensively.  The  first  social  survey  under- 
took the  study  of  a  great  American  industrial 
community  where  many  of  the  social  problems 

14 


The  Survey  15 

were  most  acute.  The  Pittsburgh  Survey  was 
undertaken  by  the  Russell  Sage  Foundation  in 
1907,  under  the  personal  supervision  of  Mr.  Paul 
U.  Kellogg.  The  report  of  this  survey  was  pub- 
lished in  six  elaborate  volumes.^ 

The  spread  of  the  survey  idea  was  immediate 
and  rapid.''  On  the  basis  of  the  Pittsburgh  expe- 
rience numerous  other  cities  undertook  similar 
surveys,  until  at  the  present  time  there  are  few 
large  communities  that  have  not  made  a  careful 
analysis  of  their  social  conditions  or  their  munici- 
pal administrations.  The  use  of  the  method  was 
rapidly  extended  to  numerous  special  subjects, 
such  as  pubhc  health,  housing,  charities,  delin- 
quency, mental  hygiene,  recreation,  and  vice,  as 
well  as  to  a  more  intensive  study  of  local  districts 
and  to  rural  communities.  By  June  of  191 5  more 
than  three  hundred  social  surveys  of  one  type  or 
another  had  been  completed  and  the  reports  of 
their  findings  pubHshed.^  Since  that  time  the 
number  has  greatly  increased.  The  indications 
are  that  the  social  survey  is  to  undergo  even  further 
extension  as  a  means  of  social  self-criticism  and 
intelligent,  purposive  progress. 

^  The  Pittsburgh  Survey  (6  vols.).     Russell  Sage  Foundation. 

2  Paul  U.  Kellogg,  "The  Spread  of  the  Survey  Idea,"  Proceed- 
ings of  the  Academy  of  Political  Science ,  July,  191 2. 

3  Zenos  L.  Potter,  The  Social  Survey:  A  Bibliography.  Russell 
Sage  Foundation,  Department  of  Surveys  and  Exhibits,  191 5. 


1 6    Religious  Education  in  the  Local  Church 

The  other  field  in  which  the  use  of  the  survey  has 
been  found  most  resultful  has  been  education. 
The  term  *' survey"  and  the  survey  method  were 
first  used  in  education  in  a  study  of  the  school 
systems  of  Montclair  and  East  Orange,  New 
Jersey,  by  Professor  Hanus,  of  Harvard  University, 
and  Professor  Moore,  of  Yale  University,  in  191 1. 
Since  then  increasing  dependence  has  been  placed 
upon  the  survey  in  educational  science.  Up  to  June 
of  1 91 5  thirty  surveys  of  municipal  school  systems, 
state  systems,  and  universities  had  been  completed.^ 
Since  then  the  number  has  greatly  increased,  and 
there  are  many  in  progress.  There  is  every  reason 
to  expect  that  the  survey  will  be  relied  upon  as 
much  in  education  as  it  has  been  in  social  economy. 

During  the  decade  which  has  witnessed  the 
origin  and  expansion  of  the  survey  method,  it 
has  undergone  large  development  through  use. 
The  earhest  surveys  were  experimental.  Gradually 
there  has  been  acquired  a  better  command  of  the 
procedure,  and  the  time  has  now  come  when,  out 
of  large  experience  in  its  use,  a  definite  formulation 
of  the  technique  of  the  method  is  possible.  Early 
in  191 7  the  Russell  Sage  Foundation  collected  and 
systematized  this  experience  in  a  handbook  on 
method.^    The   literature   on    the   survey,    while 

^  Zenos  L.  Potter,  The  Social  Survey:  A  Bibliography.  Russell 
Sage  Foundation,  Department  of  Surveys  and  Exhibits,  191 5. 

^Handbook.  Russell  Sage  Foundation,  191 7;  see  also  M.  C. 
Elmer,  Technique  of  Social  Surveys,  191 7. 


The  Survey  17 

considerable,  is  fragmentary  and  consists  of 
numerous  reports  of  studies,  many  of  which  are 
quite  elaborate,  and  of  scattered  articles  in  journals 
and  magazines. 

Meanwhile  the  field  of  the  survey  has  been 
defined  and  its  method  of  procedure  quite  clearly 
outlined.  It  is  in  no  sense  to  be  confused  with 
an  investigation  which  presupposes  failure  in 
efficiency  or  blameworthy  neglect  of  duty  on  the 
part  of  individuals,  and  the  object  of  which  is  to 
bring  those  guilty  of  misconduct  or  neglect  to 
account.  The  object  of  the  survey  is  not  to  dis- 
credit a  system,  an  institution,  or  persons.  It  is 
quite  as  intent  upon  discovering  the  strong  and 
commendable  features  of  a  situation  as  it  is  upon 
discovering  its  weak  and  faulty  features.  It  is 
wholly  impersonal.  Its  one  object  is  to  take  a 
careful  inventory  of  conditions  as  they  exist,  and 
to  analyze  them  with  a  view  to  discovering  ways 
by  which  improvement  can  be  secured.  It  takes 
the  workers  involved  into  confidence,  seeks  their 
co-operation  at  every  step,  and  reHes  upon  pop- 
ular judgment  in  making  known  its  findings  and 
its  recommendations.  It  proceeds  upon  the  prin- 
ciple that  the  institutions  and  processes  which 
it  studies  are  social  institutions  and  functions,  that 
they  contribute  to  the  well-being  of  the  group,  and 
that  the  social  group  is  directly  responsible  for 
them.     The   survey  is  a  democratic  institution. 


1 8    Religious  Education  in  the  Local  Church 

It  has  been  found  an  effective  and  dependable 
instrument  for  measuring  the  social  efficiency  of 
democratic  institutions.  It  rests  upon  the  funda- 
mental assumption  of  social  responsibility.  The 
method  of  the  survey  involves  five  principles. 

I.  It  makes  a  careful  inventory  of  existing  con- 
ditions. In  a  group  where  social  responsibility  is 
shared  by  the  many,  as  in  a  democracy,  it  is 
absolutely  essential  that  the  people  should  know 
the  facts  about  their  community  and  their  institu- 
tions. And  yet,  chiefly  because  the  sense  of  social 
responsibility  is  in  many  cases  wanting,  there  is 
in  most  communities  and  institutions  a  serious  lack 
of  accurate  knowledge  concerning  existing  con- 
ditions. Often  the  bringing  of  wrong  conditions 
to  the  attention  of  the  public  is  sufficient  guaranty 
that  they  will  be  righted,  but  the  chance  of  improve- 
ment is  exceedingly  remote  as  long  as  the  public 
remains  in  ignorance  of  real  conditions.  Fre- 
quently those  who  are  immediately  the  agents  of 
society  themselves  do  not  know.  As  long  as  the 
facts  are  not  brought  out  into  the  Hght  and  ana- 
lyzed the  administration  of  pubKc  functions  must 
follow  a  rule-of-thumb  procedure,  and  results  may 
or  may  not  be  socially  valuable.  Contrary  to  this 
hit-or-miss  method  the  survey  seeks  for  facts.  It 
attempts  to  construct  an  accurate  picture  of  things 
as  they  are. 

Furthermore  the  survey  studies  conditions,  not 
as  they  exist  in  general  or  over  large  areas,  but  as 


The  Survey  19 

they  exist  in  relatively  narrow  and  local  situations. 
It  takes  into  consideration  the  circumstances  under 
which  particular  conditions  or  tendencies  have 
arisen  and  the  whole  complex  of  relations  and 
conditions  of  which  they  are  a  part.  It  is 
thoroughly  concrete.  For  this  reason  it  studies 
the  situation  as  a  whole  and  not  as  made  up  of 
sharply  separated  and  isolated  parts,  seeing  that 
each  part  is  dependent  upon  every  other  part. 
This  is  particularly  true  of  the  social  survey,  as 
will  be  shown  later. 

2.  The  survey  makes  use  of  expert  knowledge. 
Only  expert  knowledge,  in  one  form  or  another, 
knows  what  to  look  for,  how  to  distinguish  the 
essential  from  the  nonessential,  how  to  analyze  the 
situation,  how  to  detect  its  adequacy  or  its  inade- 
quacy. Expert  knowledge  brings  to  the  particular 
and  the  local  situation  the  larger  perspective,  the 
deeper  insight,  the  understanding  of  fundamental 
principles,  that  have  been  abstracted  from  many 
particular  situations.  It  capitaHzes  the  whole  of 
experience  in  dealing  with  a  relatively  small 
fragment  of  it. 

In  most  of  the  social  and  educational  surveys  an 
outside  group  of  experts  is  called  in  to  assemble  the 
data  that  are  material  to  the  study,  to  diagnose  the 
situation,  to  point  out  the  problems  that  are  of 
significance  to  the  local  community,  and  to  make 
recommendations  for  improvement.  There  are 
advantages  in  this  method.     The  local  community 


20    Religious  Education  in  the  Local  Church 

may  not  be  fortunate  enough  to  possess  any  of  the 
outstanding  authorities  in  the  particular  field  to 
be  studied.  It  is  also  possible  for  one  outside  of 
the  situation  to  study  it  more  objectively,  because 
he  is  not  a  part  of  it  and  has  no  other  than  a  pro- 
fessional interest  in  it.  From  experience  he  will 
probably  understand  the  technique  better.  In 
other  cases  one  or  more  expert  advisers  are  called 
in  to  analyze  the  problems  of  the  field,  to  organize 
and  train  the  local  investigators,  and  to  supervise 
the  work  of  collecting  and  arranging  the  data.  This 
throws  the  burden  of  the  actual  work  of  investiga- 
tion upon  the  local  workers.  This  method  has  the 
advantage  of  having  immediate  expert  counsel  and 
of  avoiding  the  errors  that  are  likely  to  arise 
through  lack  of  knowledge  or  through  inexperience. 
It  also  has  the  advantage  of  making  the  local 
workers  feel  that  the  study  is  more  their  own  and 
that  measures  of  improvement  must  spring  from 
their  own  initiative. 

In  still  other  cases  the  survey  is  undertaken 
wholly  by  the  local  staff.  It  is  then  necessary  for 
the  local  leaders  and  workers  to  famiharize  them- 
selves with  the  best  that  has  been  worked  out  in 
their  field,  as  it  may  be  available  in  the  literature 
of  the  subject.  The  dangers  of  this  method  are 
that  the  work  will  be  superficially  done,  and  that 
numerous  and  expensive  mistakes  will  be  made. 
It  has,  however,  the  great  compensating  value  that 


The  Survey  21 

the  workers,  in  preparing  themselves  for  such  a 
survey,  will  gain  a  knowledge  of  their  field  as  they 
could  not  otherwise,  and  that  they  themselves  will 
derive  as  much  benefit  from  the  study  as  the  com- 
munity that  receives  the  report.  In  that  case  the 
impulse  toward  improvement  proceeds  from  within, 
and  the  resulting  reconstruction  of  method  is  self- 
originated.  There  could  be  no  better  way  of 
training  the  workers  and  giving  them  insight  and 
motive.  Provided  that  a  group  is  able  to  do  it 
sufiiciently  well,  no  criticism  is  comparable  with 
self-criticism.  Notwithstanding  its  serious  handi- 
caps, without  doubt  this  last  method  is  the  ideal 
one,  if  the  local  workers  are  sufficiently  able  and 
well  prepared  to  undertake  the  study.  This  is 
why  Superintendent  Maxwell,  of  the  New  York 
City  schools,  maintains  that  the  school  survey 
should  be  undertaken  by  the  local  teaching  staff 
under  the  direct  supervision  of  the  administrative 
body.^  One  of  the  most  brilliant  social  surveys 
that  has  been  undertaken  is  that  of  Springfield, 
Illinois,  which  was  inspired  and  directed  by  Dr. 
George  Thomas  Parker,  a  Springfield  physician.^ 

There  are  several  agencies  that  supply  experts 
for  the  different  types  of  survey  work.  Among 
them  are  the  Russell  Sage  Foundation  and  the 
Municipal  Research  Bureau,  of  New  York.     There 

^  "Address  to  Principals,"  Journal  of  Education,  October,  1914. 
'  Proceedings  of  the  Academy  of  Political  Science,  July,  191 2. 


22    Religious  Education  in  the  Local  Church 

are  also  private  investigators,  like  Mrs.  Caroline 
Bar  tie  tt  Crane.  Educational  surveys  have  drawn 
upon  the  departments  of  education  in  the  univer- 
sities for  specialists,  as  when  Professor  Cubberley, 
of  Leland  Stanford  Junior  University,  was  called 
upon  to  direct  the  Portland  (Oregon)  Survey,  with 
the  assistance  of  a  considerable  group  of  educational 
specialists. 

3.  The  survey  evaluates  the  results  which  it 
discovers.  Mere  knowledge  of  the  facts  as  such  is 
valueless.  Facts,  particularly  the  facts  concerning 
results,  are  brought  to  light  in  order  that  they  may 
be  scrutinized,  criticized,  and  approved  or  disap- 
proved. 

In  order  to  evaluate  results  it  is  necessary  to 
have  a  scale  of  values,  or  standards  and  tests. 
There  are  three  possible  methods  of  measuring 
results.  One  way  is  for  a  group  of  experts  to  pass 
a  personal  judgment  upon  them.  In  that  case  it 
should  be  the  concurrent  judgment  of  several 
experts  and  not  that  of  one  person,  in  order  that 
the  purely  personal  element  may  be  eliminated  as 
a  possible  source  of  error.  Another  method  is  to 
compare  the  community  or  the  institution  with 
what  may  be  considered  a  model  community  or 
institution,  noting  the  points  in  which  the  results 
fall  below,  equal,  or  excel  the  selected  model.  A 
third  method  is  to  apply  standard  tests  or  measur- 
ing scales  which  have  been  carefully  worked  out 


The  Survey  23 

by  experts  objectively  in  many  situations.  These 
scales  are  relatively  new  and  are  still  in  the  process 
of  being  worked  out.  There  are  absolutely  none 
in  some  fields  of  investigation.  Where  such 
objective  scales  are  accessible  they  constitute  by 
far  the  best  tests  of  results  at  our  command.' 
Doubtless  in  the  course  of  time  scales  will  be  worked 
out  in  all  these  fields  of  objective  study. 

The  method  by  which  standards  are  obtained 
involves  a  highly  developed  technique  which  is  a 
part  of  the  science  of  statistics  and  is  manageable, 
for  the  most  part,  only  by  specially  trained  stu- 
dents. The  essential  thing  for  the  investigator  to 
know  is  the  result,  not  necessarily  the  process,  of 
these  calculations;  for  example,  what  should  be 
considered  a  normal  death-rate  for  a  community 
living  under  proper  sanitary  conditions,  what 
should  be  the  spelling  ability  of  fourth-grade  pupils, 
at  what  age  should  one  normally  be  expected  to 
unite  with  the  church,  and  similar  questions. 

4.  The  survey  should  result  in  the  formulation 
of  definite  poHcies  for  the  future.  This  is,  in  fact, 
the  real  objective  of  the  survey.  The  purpose  in 
finding  out  the  facts  as  they  are  is  to  change 
them  into  what  they  ought  to  be.  The  crucial 
feature  of  the  survey,  therefore,  is  the  conscious 

^  For  examples  of  scales  see  Binet  and  Simon,  The  Develop- 
ment of  Intelligence  in  Children,  1916;  also  F.  M.  McMurry, 
Elementary  School  Standards,  19 14. 


24    Religious  Education  in  the  Local  Church 

reconstruction  of  the  process  that  has  resulted  in 
inadequate  returns.  Taking  his  standing-ground 
in  things  as  they  are,  the  survey  worker  fixes  his 
eye  upon  things  as  they  ought  to  be.  It  is  this 
which  makes  the  survey  a  factor  of  progress. 

The  process  of  reconstruction  is  well  illustrated 
in  the  Pittsburgh  Survey.  It  was  found  that  the 
typhoid-fever  rate  for  that  city  was  far  in  excess 
of  the  standard  rate  for  communities  of  similar  size. 
The  sanitarians  sought  for  the  cause  or  causes  of 
the  abnormally  high  rate  and  found  that  there  were 
an  abnormally  small  number  of  sewer  connections 
from  family  dwellings,  that  there  were  an  unusually 
large  number  of  surface  wells,  and  that  the  munici- 
pal water  supply  came  from  polluted  sources  and 
was  unfiltered.  As  a  result  of  these  findings  sewer 
connections  were  made,  surface  wells  were  aban- 
doned in  large  numbers,  and  the  city  put  in,  at 
great  cost,  a  filter  for  the  municipal  water  supply. 
The  result  was  that  the  death-rate  from  typhoid 
fever  dropped  from  130.8  per  100,000  to  25.9  per 
100,000.  This  meant  a  saving  of  over  500  lives 
in  the  city  of  Pittsburgh  each  year  as  a  result  of 
the  reconstruction  of  that  single  item  in  the 
sanitation  of  the  city. 

The  survey  is  the  best-known  means,  not  only 
of  formulating  policies  with  reference  to  the  future, 
but  also  of  testing  the  policies  after  they  have  been 
put  into  operation.     In  this  way  progress  becomes 


The  Survey  25 

definite,  positive,  and  relatively  predictable.  If 
policies  that  are  at  first  put  into  operation  in  a 
tentative  way  prove  to  be  inadequate  for  securing 
the  desired  results,  they  are  modified  until  they  are 
adequate  or  are  abandoned  in  favor  of  better  ones. 
In  this  way  communities  or  institutions  move 
steadily  forward  toward  selected  goals.  Theorists, 
both  in  social  and  in  educational  science,  are 
coming  to  place  their  dependence  upon  this 
objective,  experimental  method.  Does  the  educa- 
tor wish  to  know  whether  the  formal  teaching  of 
spelling  during  a  definite  period  of  time  set  apart 
every  day  for  that  purpose  is  a  better  method  than 
the  informal  one  in  which  misspelled  words  in  the 
written  work  of  the  pupils  are  corrected  without 
formal  spelling  periods?  He  takes  two  groups 
of  pupils  under  similar  conditions  and  with  equally 
skilful  teachers,  subjects  one  group  to  one  method 
and  the  other  group  to  the  other  method,  and 
afterward  measures  the  result.  Upon  repeated 
tests  and  experiments  of  this  kind  he  formulates 
his  theory  of  method.  Does  the  educationist 
wish  to  know  whether  training  in  one  mental 
fimction  makes  the  pupil,  through  the  transfer  of 
discipline,  equally  proficient  in  other  functions 
without  training?  He  trains  one  function  and 
then  measures  the  ability  in  that  direction,  and 
also  the  ability  in  the  untrained  function  which  it 
is  supposed  to  benefit,  and  compares  the  results 


26    Religious  Education  in  the  Local  Church 

after  training  with  the  results  he  obtained  before 
the  special  training  of  the  one  function.  If 
training  of  the  one  function  improves  the  other,  he 
concludes  in  favor  of  the  doctrine  of  formal  dis- 
cipline. If  he  finds  that  no  influence  upon  the 
other  ability  can  be  detected,  or  that  the  training 
of  one  interferes  with  ability  in  the  other,  he 
concludes  against  the  doctrine  of  formal  discipline  ;^ 
so  that,  whether  in  theory  or  in  practical  endeavor, 
the  only  way  one  can  certainly  know  whether  his 
theory  or  his  method  is  correct  is  by  putting  it 
to  the  test  of  actual  use  under  controlled  conditions. 
This  is  the  highest  type  of  the  trial-and-error 
method.  Experimentation  leading  to  the  projec- 
tion of  policies  far  into  the  future  gives  meaning 
and  continuity  to  experience  and  subjects  it  to 
intelligent  control.     It  is  living  progressively. 

5.  The  survey  makes  use  of  effective  pubHcity. 
In  this  respect  also  it  differs  from  an  investigation 
or  a  confidential  advisory  report.  It  proceeds 
upon  the  assumption  that  the  group  is  responsible 
for  the  conditions  that  exist  in  it  and  for  the 
efficiency  of  its  institutions  and  policies.  Survey 
publicity  seeks  to  deepen  the  sense  of  social  respon- 
sibility. It  depends  upon  the  insight  and  common 
sense  of  the  people.  It  seeks  to  popularize  the 
ideals  that  should  prevail  in  the  social  mind  with 
respect  to  the  matters  involved.     No  project  can 

^  See  E.  L.  Thomdike,  Educational  Psychology,  ed.  of  1903. 


The  Survey  27 

fully  succeed  in  a  democracy  that  does  not  express 
the  wish  of  the  people  and  have  behind  it  the 
dynamic  of  their  sympathies  and  support. 

The  inauguration  and  execution  of  needed 
changes  and  future  policies  involve  the  expenditure 
of  energy  and  frequently  considerable  expense. 
To  secure  the  necessary  ordinances  and  requisite 
funds  through  taxation  in  order  to  put  in  a  filter 
in  Pittsburgh  it  was  necessary  to  bring  the  people 
to  desire  the  change  to  such  an  extent  that 
they  would  be  willing  to  tax  themselves  for  the 
necessary  funds.  To  be  permanently  successful 
every  social  and  educational  reform  must  have 
behind  it  the  dynamic  of  public  opinion. 

The  survey  has  devised  the  best  methods  that 
have  yet  been  used  of  giving  publicity  to  its 
findings.  It  presents  the  facts  in  graphic  human 
forms  that  challenge  the  attention  and  appeal  to 
the  imagination  of  the  common  man.  It  makes 
use  of  the  photograph,  table,  graph,  and  exhibit. 
Its  reports  are  not  designed  to  be  sensational  but 
are  designed  to  be  dynamic.  It  seeks  and  gets 
results.  In  these  ways  the  community  or  the 
institution  comes  first  to  know,  then  to  desire,  and 
finally  to  attempt  that  which  will  lead  to  the 
improvement  of  its  conditions. 

From  what  has  been  said  it  will  appear  that  the 
most  effective  survey  is  the  continuous  survey. 
One  taking  of  stock  and  one  reconstruction  will  not 


28    Religious  Education  in  the  Local  Church 

be  sufficient  for  a  long  period  of  time.  Final 
solutions  of  the  deeper  problems  cannot  be  so 
easily  reached  as  to  yield  to  one  search.  A  solution 
that  works  with  some  degree  of  success  may  not  be 
at  all  the  best  solution.  Conditions  are  constantly 
changing.  We  live  in  a  moving  world.  Such 
conditions  as  these  require  that  the  search  for  the 
best  shall  be  continually  renewed.  The  supreme 
result  of  the  survey  should  be  to  estabHsh  the 
attitude  and  the  habit  of  constructive  self-criticism, 
which  is  the  most  fundamental  method  of  real 
progress. 

Not  least  among  the  results  of  the  survey  is  the 
insight  and  quickening  which  it  brings  to  those  who 
are  engaged  in  it.  It  makes  them  aware  of  con- 
ditions, causes,  and  results,  gets  objectives  clearly 
defined,  brings  them  into  intimate  contact  with  the 
best  that  has  been  thought  and  done  in  their  field, 
and  awakens  within  them  an  expansive  desire  for 
progress  and  improvement.  It  results  in  self- 
criticism,  the  best  of  all  types  of  criticism. 

SUMMARY 

The  recognized  means  for  the  application  of  the 
scientific  method  to  the  practical  endeavors  of  social 
life  and  education  is  the  survey.  The  survey  is  a 
modern  device  applied  first  in  the  field  of  applied 
social  science  and  later  with  excellent  results  in 
the  field  of  educational  practice.     From  the  begin- 


The  Survey  29 

ning  the  spread  of  the  survey  idea  has  been  rapid 
and  extensive,  and  it  seems  to  be  destined  for  still 
wider  use. 

The  survey  is  an  effort  to  get  at  the  facts  with  a 
view  to  securing  improvement.  It  rests  upon  the 
assumption  of  social  responsibility  and  seeks  to 
awaken  intelligent  popular  support. 

The  fundamental  principles  of  the  survey 
method  are  the  making  of  a  careful  inventory  of 
existing  conditions,  the  use  of  expert  knowledge, 
the  evaluation  of  results,  the  testing  of  proposed 
policies  with  reference  to  the  future,  and  the  use  of 
effective  publicity  as  a  means  of  creating  public 
opinion  and  enlisting  the  public  will. 

In  its  very  nature  the  survey  should  be  con- 
tinuous and  should  lead  to  the  development  of  the 
attitude  of  constructive  self-criticism  on  the  part 
of  institutions  and  communities. 


CHAPTER  III 
THE  SOCIAL  SURVEY 

The  earliest,  as  well  as  the  most  extensive,  use 
of  the  survey  method  has  been  in  the  field  of  applied 
social  science.  Here  the  technique  of  the  survey 
has  undergone  specialization  as  it  has  in  education, 
the  other  field  in  which  it  has  been  applied. 

It  was  within  the  broader  field  of  social  science 
that  the  older  science  of  statistics,  as  an  objec- 
tive and  quantitative  method  of  studying  social 
phenomena,  had  its  origin.  Social  phenomena  do 
not  occur  in  individual  and  isolated  instances  but 
in  masses.  They  are  group  phenomena  or  consist 
of  the  behavior  of  individuals  living  in  groups  and 
therefore  in  social  relations  with  each  other. 
Individuals  in  a  group  tend  to  resemble  each  other 
and  at  the  same  time  to  differ  from  each  other, 
often  by  imperceptible  gradations.  Social  facts 
cannot  therefore  be  placed  in  sharply  differentiated 
classes.  They  tend  instead  to  follow  modes  or 
central  tendencies.  It  was  out  of  these  character- 
istics of  social  facts  that  the  science  of  statistics 
was  evolved  as  a  method  of  taking  account  of  large 
numbers  of  instances  and  of  measuring  the  central 
tendencies  and  the  tendencies  to  vary.     The  social 

30 


The  Social  Survey  31 

theorist  has  come  to  be  increasingly  dependent 
upon  statistics.^  Vital  statistics  has  come  to  be 
the  "bookkeeping  department  of  the  public-health 
movement."  Intelligent  social  legislation  and  pub- 
lic policies  have  increasingly  come  to  wait  upon  the 
patient  calculation  of  the  statistician. 

The  term  "statistics"  had  its  origin  in  Germany 
in  the  middle  of  the  eighteenth  century  and  was 
from  thence  introduced  into  England  at  the  begin- 
ning of  the  nineteenth  century.  The  method  of 
counting  social  phenomena  in  England,  however, 
dates  back  to  the  middle  of  the  seventeenth 
century.  In  England  the  method  was  curiously 
known  as  "political  arithmetic."  At  first  the 
statistical  method  was  used  in  counting  deaths  and 
christenings,  but  in  the  course  of  its  development 
it  has  expanded  into  the  measurement  of  the  most 
complex  social  phenomena.  Malthus  used  the 
method  in  his  famous  discussion  of  the  relation  of 
population  to  food  supply,  and  ever  since  it  has 
been  chiefly  concerned  with  the  problems  of 
population.  As  the  science  of  statistics  has 
developed  it  has  turned  its  attention  from  mere 
counting  of  social  facts  to  the  discovery  of  causal 
relations  between  groups  of  social  phenomena,  as, 
for  example,  the  effect  of  certain  types  of  occupa- 
tion upon  disease,  the  relation  of  infant  mortality 

^F.  H.  Giddings,  "The  Service  of  Statistics  to  Sociology," 
Quarterly  of  the  American  Statistical  Association,  March,  1914. 


32    Religious  Education  in  the  Local  Church 

to  crowding  and  methods  of  feeding,  or  the  relation 
of  wages  to  the  fluctuation  of  prices/ 

The  survey,  while  closely  associated  with  the 
science  of  statistics,  differs  from  it  in  many  essen- 
tial features.  It  seeks  for  the  human  and  the 
personal  rather  than  the  abstract  aspects  of  social 
life.  It  hovers  close  to  social  values  and  is  there- 
fore warm  with  feeling  and  S3anpathy.  Its  atten- 
tion is  fixed  primarily  upon  persons  and  their 
well-being  and  only  secondarily  upon  social  laws 
as  they  improve  the  comfort  of  persons  and  con- 
tribute to  their  fullest  self-realization.  Its  aim  is 
immediately  practical. 

Doubtless  one  of  the  factors  that  led  to  the 
emergence  of  the  survey  idea  was  the  movement 
looking  to  the  conservation  of  natural  resources 
in  America.  Through  inefficient  and  wasteful 
methods  and  exploitation  the  natural  resources  of 
a  great  people  were  being  ruthlessly  destroyed,  and 
the  wealth  of  the  future  was  being  rendered  inse- 
cure. From  inefficient  and  unsocial  methods  in 
industry  attention  shifted  to  inefficiency  and  waste 
in  social  institutions  in  which  the  vital  and  personal 
resources  of  the  race  itself  were  involved.  High 
rates  of  sickness,  high  infant  mortality,  premature 
death,  unemployment,  poverty,  a  low  standard  of 

^  For  a  discussion  of  the  methods  of  statistics  see  W.  I.  King, 
Elements  of  Statistical  Method,  1914;  or  A.  L.  Bowley,  Elements 
of  Statistics,  1909. 


The  Social  Survey  33 

living,  mental  breakdown,  delinquency,  intemper- 
ance, and  vice — these  are  typical  of  the  waste  from 
which  society  suffers  through  unsocial  or  inefficient 
social  institutions  or  agencies.  In  the  scale  of 
human  values  the  conservation  of  human  Hfe  and 
the  enrichment  of  personality  through  social  insti- 
tutions are  incomparably  more  important  than  the 
safeguarding  of  the  resources  of  forest,  mine,  or  soil. 
Another  factor  in  the  origination  of  the  social 
survey  has  been  the  growing  conception  of  the 
social  character  of  human  life.  Men  live  their 
lives  in  social  relations.  We  have  come  to  see  that 
personality  is  developed  through  the  perception  and 
fulfilment  of  these  relations.  Each  individual  is 
caught  up  like  a  thread  in  the  intricate  pattern 
of  the  closely  woven  social  fabric.  The  race's 
traditions  are  socially  created  and  transmitted. 
Its  standards  are  socially  determined  and  enforced. 
Each  individual  life  is  conditioned  by  the  social 
medium  in  which  it  lives.  Consequently  any 
social  program  that  looks  toward  the  reclamation 
of  human  life  or,  better  still,  toward  human  con- 
servation must  take  into  account  these  social 
relations.  This  relatively  new  conception  of  the 
place  of  the  social  environment  has  led  to  an  enlar- 
ging conception  of  the  function  of  the  institutions 
and  agencies  of  society  and  in  particular  of  those 
moral  and  spiritual  agencies  which  seek  the  regen- 
eration of  men.     They  must  undertake  no  less  a 


34    Religious  Education  in  the  Local  Church 

task  than  the  regeneration  of  the  social  conditions 
in  which  men  Hve,  not  neglecting,  meanwhile,  the 
individual  aspects  of  such  endeavor.  This  social 
ideal  lies  at  the  very  heart  of  democracy,  which 
carries  with  it  not  only  the  assertion  of  the  equal 
right  and  opportunities  of  the  members  of  society 
but  also  the  obligation  of  the  individual  to  society 
and  the  debt  which  society  owes  to  the  individual. 
The  function  of  society  and  of  social  institutions 
is  to  develop  human  personality.  In  their  success 
or  failure  in  this  respect  lies  their  glory  or  their 
shame.  It  is  out  of  such  concepts  as  these  that 
there  has  been  born  the  sense  of  social  responsi- 
bihty. 

Still  another  factor  that  has  led  to  the  survey  is 
the  rapid  advance  in  scientific  knowledge,  so  char- 
acteristic of  recent  years,  that  makes  possible  the 
solution  of  these  social  problems.  Gradually 
society  is  gaining  confidence  in  its  ability  to 
analyze  its  problems,  to  discover  causes,  and  to 
apply  remedies.  With  the  aid  of  such  knowledge 
society  cannot  only  select  goals  but,  in  a  large 
measure,  direct  its  progress. 

The  result  has  been  an  unprecedented  desire  on 
the  part  of  communities  to  know  themselves 
and  to  formulate  far-reaching  policies  of  self- 
improvement.  These  are  indications  that  society 
is  becoming  increasingly  self-conscious  and  self- 
directive.     The  use  of  the  survey  method  is  the 


The  Social  Survey  35 

application  of  scientific  social  knowledge  to  the 
conditions  of  community  life  after  the  same 
fashion  that  the  physician  employs  scientific 
medical  knowledge  in  curative  and  preventive 
health  measures,  or  the  modern  agriculturist 
employs  the  scientific  knowledge  of  the  chemistry 
of  soils  in  crop  production. 

The  survey  is  in  no  sense  to  be  identified  with 
the  study  of  the  pathological  features  of  community 
life,  though  pathological  conditions  may  well  be 
the  subjects  of  special  surveys.  It  has  rather  to 
do  with  normal  conditions  as  they  exist  in  actual 
social  situations.  Its  objective  is  preventive  as 
well  as  remedial.  It  seeks  to  build  up  a  normal, 
wholesome  social  life. 

The  social  survey  utilizes  expert  social  knowledge 
by  inviting  a  group  of  social  experts  to  make  a 
careful  study  of  the  community  and  to  report  their 
findings  and  recommendations.  In  other  instances 
the  community  invites  an  expert  to  make  a  hasty 
and  cursory  ''pathfinder"  survey  of  the  larger 
aspects  of  the  community's  life  with  a  view  to 
giving  him  a  basis  for  outlining  the  essential  prob- 
lems that  need  stud3dng  and  appropriate  methods 
of  procedure,  leaving  the  actual  detailed  work  to 
be  done  by  the  local  workers  themselves.  In  other 
cases,  as  in  the  survey  of  Springfield,  Illinois,  the 
work  is  organized  and  carried  out  under  local 
supervision  in  the  light  of  the  best  social  knowledge 


36    Religious  Education  in  the  Local  Church 

obtainable.  In  any  case  the  local  problems  are 
held  up  in  the  light  of  the  total  social  experience. 

The  social  survey  studies  each  individual  prob- 
lem with  reference  to  the  whole  community. 
Modern  community  Hfe  is  an  enterprise  that  must 
be  undertaken  co-operatively.  The  modern  com- 
munity presents  a  complex  of  intricate  and  inter- 
dependent relations  and  functions  organized  into 
a  social  whole.  For  this  reason  no  individual 
social  problem  exists  in  isolation  from  the  others 
but  has  ramifications  that  affect  other  apparently 
remote  problems  in  the  most  unexpected  ways. 
Thus  if  one  studies  the  crime  problem  in  any  given 
community  one  immediately  encounters  such  con- 
ditioning and  contributing  factors  as  vitality; 
industrial  conditions  such  as  wages,  unemploy- 
ment, and  the  standard  of  living;  the  character  and 
extent  of  educational  opportunity;  exposure  to 
evil  suggestion ;  the  influence  of  moral  and  religious 
ideals;  and  wholesome  recreational  opportunities. 
In  like  manner  the  problems  of  sickness,  of  unem- 
ployment, of  intemperance,  of  vice,  and  of  poverty 
merge  into  a  great  many  other  problems.  Like 
city  planning,  the  social  life  of  the  community 
needs  to  be  built  as  a  whole  with  reference  to  the 
proper  balance  of  all  these  conditions  and  problems. 

The  social  survey  seeks  to  humanize  conditions 
by  reducing  them  to  the  terms  of  the  experience 
of  the  common  people.     Much  is  made  of  the  study 


The  Social  Survey  37 

of  individual  cases,  such  as  poverty  as  it  actually 
exists  in  individual  homes,  the  effect  of  maiming 
through  exposed  machinery  upon  a  given  group 
where  the  breadwinner's  efhciency  is  partly  or 
wholly  destroyed  through  an  industrial  accident, 
or  the  effect  of  a  badly  organized  system  of  educa- 
tion in  the  elimination  of  particular  children  who 
enter  hopeless  '^ blind-alley"  occupations.  This 
keeps  the  method  close  to  concrete  life  and  makes 
it  warm  with  human  interest  and  sympathy. 

The  social  survey  seeks  to  present  the  facts  to 
the  public  in  such  simple  and  appealing  ways  that 
they  will  arouse  interest  in  conditions,  awaken  the 
sense  of  social  responsibility,  and  secure  the  back- 
ing of  public  opinion  and  financial  support  for  such 
remedial  or  preventive  measures  as  may  be  neces- 
sary to  the  well-being  of  the  community.  Such 
remedial  measures  are  frequently  expensive.  It 
has  come  to  be  a  doctrine  of  public  sanitation  that 
public  health  is  a  purchasable  commodity.  But 
before  the  people  can  be  expected  voluntarily  to 
tax  themselves  for  better  health  conditions  they 
must  be  led,  by  means  of  adequate  knowledge,  to 
desire  them. 

The  social  survey  issues  in  social  reconstruction. 
Having  located  the  causes  of  undesirable  results  in 
the  social  order,  it  sets  about  correcting  wrong 
conditions  and  formulating  policies  that  look 
far  into  the  future.     It  attempts  to  make  the 


38    Religious  Education  in  the  Local  Church 

community  safe  for  human  life.  Nor  does  it  cease 
from  reconstruction  until  public  policies  have  been 
thoroughly  tested  by  their  effect  upon  society. 

The  earliest  type  of  the  social  survey  to  be 
developed  was  the  city  survey.  The  city  survey 
is  concerned  with  a  group  of  particular  social 
problems  that  have  grown  out  of  the  massing,  in 
recent  years,  of  large  numbers  of  people  within 
densely  populated  areas.  The  great  city  is  a 
relatively  modern  social  phenomenon,  springing  up, 
for  the  most  part,  around  the  intersections  of  the 
highways  of  trade  and  the  great  centers  of  factory 
industry.  In  these  dense  masses  of  population  the 
social  problems  are  most  acute.  The  outstanding 
problems  of  the  city  are  housing  conditions,  pubKc 
health,  public  utilities,  food  supply  and  inspection, 
industrial  conditions,  unemployment,  political  cor- 
ruption, the  administration  of  justice,  the  relief 
of  poverty,  recreation  and  amusement,  the  adapta- 
tion of  education  to  industrial  needs,  the  provision 
of  cultural  opportunities,  municipal  administra- 
tion, and  city  planning.  In  the  modern  city  every 
one  of  these  problems  must  be  solved  by  the  whole 
community. 

Closely  allied  with  the  city  survey  is  the  district 
survey,  in  which  a  more  intensive  study  is  made  of 
the  particular  problems  of  a  limited  area  of  the 
city.  Typical  of  this  t3^e  of  survey  are  the  study 
which  Miss  Goldmark  made  of  the  central  West 


The  Social  Survey  39 

Side  of  New  York  City,^  the  thorough  study  of  the 
social  conditions  of  a  New  York  City  block,^  and 
the  study  of  the  Stock- Yards  district  of  Chicago 
made  by  the  University  of  Chicago  Settlement.^ 

Another  type  of  the  social  survey  is  the  study  of 
the  rural  community.  An  initial  impulse  was  given 
to  the  now  nation-wide  interest  in  country  life  in 
America  by  the  appointment  by  President  .Roose- 
velt of  a  commission  to  make  a  nation-wide  study 
of  rural-life  conditions.  Since  then  a  greater 
importance  has  come  to  be  attached  to  the  funda- 
mental place  of  rural  life  in  the  life  of  the  nation. 
The  country  community  is  valuable,  not  only  for 
the  tides  of  sturdy  population  and  the  volumes  of 
raw  materials  and  foodstuffs  it  sends  into  the  city, 
but  on  its  own  account.  The  changes  that  have 
come  into  country  life  in  recent  years  are  no  less 
far-reaching  than  those  that  have  occurred  in  the 
city,  nor  are  they  less  serious  for  the  future  of  the 
national  life.  The  problems  that  arise  from  these 
changes  in  the  country  are  as  difficult,  require  as 
careful  study,  and  demand  as  constructive  states- 
manship in  their  solution  as  do  the  better-known 
problems  of  the  city. 

I  Pauline  Goldmark,  West  Side  Studies.  Russell  Sage  Foun- 
dation, 1 9 14. 

*  Thomas  J.  Jones,  The  Sociology  of  a  New  York  City  Block, 
1904. 

3  Contained  in  three  pamphlets  published  by  the  University 
of  Chicago  Settlement. 


40    Religious  Education  in  the  Local  Church 

The  problems  that  are  most  urgent  in  the 
country  community  are  its  location,  its  resources, 
the  composition  and  stability  of  its  population,  its 
roads,  its  means  of  communication,  its  nearness 
to  markets  for  its  produce,  absentee  ownership  and 
the  correlative  problem  of  tenantry,  the  distribu- 
tion of  its  wealth,  the  adaptation  of  education  to 
the  needs  of  country  boys  and  girls,  its  opportunity 
for  cultural  improvement,  its  opportunities  for 
recreation  and  amusement,  its  religious  activities, 
and  the  co-operation  of  the  social  agencies  of  the 
community.  Country  families  live  in  isolation 
from  each  other,  and  the  productive  processes  of 
the  farm  tend  to  result  in  a  pronounced  individual- 
ism which  frequently  extends  to  the  point  of  making 
collective  activity  difficult.  In  many  rural  com- 
munities there  is  a  disheartening  exodus  of  the 
ambitious  young  people  to  the  city,  largely  because 
of  the  lack  of  social  opportunities  in  the  country 
and  the  poverty  of  its  life.  Frequently  there  is  a 
pronounced  sectarianism  among  the  churches. 
Too  often  there  is  no  correlation  of  the  work  of  the 
institutions  of  the  community.  Too  often  strong 
personal  leadership  is  lacking,  and  when  it  is 
present  there  is  frequently  a  characteristic  hesi- 
tancy in  following  it.  And  yet  the  countryside 
can  be  built  into  a  community  with  a  rich  and 
stimulating  social  Hfe.  When  country  communi- 
ties develop  a  social  consciousness  and  learn  to  live 


The  Social  Survey  41 

together  as  communities,  country  life  offers  life- 
opportunities  that  are  not  to  be  found  elsewhere. 
The  possibilities  of  rural  life,  when  lived  co- 
operatively, have  yet  to  be  discovered. 

Up  to  the  present  time  the  chief  single  agency 
for  the  study  of  rural  life  has  been  the  department 
of  church  and  country  life  of  the  Presbyterian 
church.^  Among  other  effective  agencies  is  the 
department  of  agriculture  in  the  state  universities.^ 

Still  another  type  of  the  social  survey  has  to  do 
with  special  subjects.  Of  these  there  is  a  great 
variety.  The  survey  bibhography  of  the  Russell 
Sage  Foundation  lists  ten:  charities,  delinquency 
and  correction,  health,  housing,  industrial  condi- 
tions, mental  hygiene,  municipal  administration, 
recreation,  schools,  and  vice. 

SUMMARY 

The  earliest  use  of  the  survey  method  was  in  the 
field  of  practical  social  science.  Social  science 
furnished    the    background    for    the    science    of 

^  For  a  typical  report  of  this  agency  see  Warren  H.  Wilson, 
Rural  Survey  in  Arkansas.  Department  of  Church  and  Country 
Life,  Presbyterian  Church,  New  York,  1913.  See  also  similar 
surveys  of  Indiana,  Illinois,  Missouri,  Ohio,  Pennsylvania,  and 
Tennessee. 

*  For  a  typical  report  of  a  survey  of  this  agency  see  C.  W. 
Thompson  and  G.  P.  Warber,  Social  and  Economic  Survey  of  a 
Community  in  Northwestern  Minnesota,  University  of  Minnesota, 
1913. 


42    Religious  Education  in  the  Local  Church 

statistics  as  a  quantitative  method  of  studying 
social  phenomena  and  is  coming  to  place  increasing 
dependence  upon  the  method.  The  survey  differs 
from  statistics  in  the  emphasis  which  it  puts  upon 
the  immediate,  the  practical,  and  the  human 
elements.  The  motive  for  the  survey  is  the  con- 
servation of  human  life  by  creating  better  condi- 
tions in  which  it  may  be  lived.  The  use  of  the 
survey  is  an  expression  of  the  growing  feeling  of 
social  responsibiHty.  The  social  survey  applies 
social  scientific  knowledge  for  the  betterment  of  so- 
cial conditions.  It  is  the  community  instrument 
for  measuring  the  efficiency  of  social  institutions. 
It  takes  account  of  social  conditions  as  they  are  in 
order  that  it  may  change  them  into  what  they  ought 
to  be.  The  survey  uses  the  knowledge  of  social 
experts,  studies  particular  problems  with  reference 
to  their  relation  to  the  total  Hfe  of  the  community, 
humanizes  conditions  by  reducing  them  to  the 
terms  of  common  experience,  seeks  the  effectual 
impression  of  the  facts  upon  the  social  mind,  and 
crowns  its  work  with  forward-looking  policies  of 
social  reconstruction.  The  several  types  of  the 
survey  are  the  city,  district,  rural,  and  special- 
subject  surveys. 


CHAPTER  IV 
THE  EDUCATIONAL  SURVEY 

On  its  personal  side  education  is  a  means  of  self- 
realization.  Its  function  is  to  assist  human  beings 
during  the  period  of  development  to  make  the 
completest  possible  adjustment  to  their  environ- 
ment— to  their  physical  environment  through 
knowledge  and  control  of  the  forces  of  nature;  to 
their  social  environment  through  a  discernment 
and  fulfilment  of  their  relations  to  their  fellow-men; 
to  the  past  through  the  transmission  of  the  racial 
inheritance  preserved  in  art,  literature,  science,  and 
institutions;  to  the  future  through  the  cultivation 
of  the  open  mind  and  the  power  of  adaptability  to 
changing  conditions;  to  the  religious  aspects  of 
life  through  the  race's  experience  of  God  as  it  finds 
expression  in  the  records  of  that  experience,  but 
particularly  in  reHgious  literature  and  history. 

But  education  is  essentially  a  social  process. 
Education  is  possible  in  any  sense  because  the 
succeeding  generations  .are  not  discontinuous. 
There  is  an  overlapping  of  the  lives  of  mature 
persons  in  the  passing  generation  with  the  lives 
of  the  immature  persons  in  the  coming  generation. 
This  period  of  overlapping  is  a  period  of  plasticity 

43 


44    Religious  Education  in  the  Local  Church 

in  the  child,  continuing  over  a  third  of  his  life  and 
making  possible  an  adjustment  to  the  world  in 
which  he  is  to  live.  Education  consists  in  the 
assistance  which  the  mature  render  the  immature 
in  making  this  adjustment.  Furthermore  the 
relation  of  the  mature  and  the  immature  is 
mediated  through  shared  experience — a  social 
fact.  Only  as  there  are  common  elements  in  the 
experience  of  the  teacher  and  the  taught  can  the 
efforts  of  the  teacher  be  educative.  Through  long 
experience  it  has  been  found  that  the  best  educative 
material  is  the  experience  of  the  race — those  great 
bodies  of  experience  preserved  in  the  sciences,  in 
literature,  in  art,  in  history,  and  in  institutions. 
These  have  been  socially  created.  Each  of  these 
traditions  represents  the  accumulation  of  social 
experience,  not  only  in  contemporaneous  groups 
of  individuals,  but  in  the  ever  enriching  and 
expanding  experience  of  successive  generations. 
It  has  taken  thousands  of  years  of  social  living  to 
create  these  priceless  inheritances  upon  which 
society  depends  for  the  initiation  of  the  young  into 
the  mysteries  of  its  communal  life.  From  earliest 
time  among  primitive  tribes  until  the  present 
moment  education,  whether  formal  or  informal, 
has  been  essentially  an  initiation  into  the  sacred 
mysteries  of  the  group.  Moreover,  as  is  implied 
in  what  has  just  been  said,  the  educative  process 
can  take  place  only  in  a  social  environment.    The 


The  Educational  Survey  45 

least  number  that  can  possibly  be  concerned  in 
education  are  the  teacher  and  the  pupil,  and  that 
is  a  social  relation.  But  the  process  does  not  be- 
come effective  in  the  highest  sense  until  there  is  a 
sharing  of  the  experience  of  many  in  a  social  com- 
munity.^ Education  is  not  only  a  social  process; 
it  is  the  fundamental  method  of  social  prog- 
ress.^ Education  is  society's  chief  instrument  of 
social  control.  By  setting  up  goals  in  the  type  of 
man  it  wishes  to  create  and  arranging  a  selective 
environment  within  which  the  modifiable  life  of 
the  young  shall  make  its  adjustment  to  its  world, 
and  by  fixing  these  reactions  into  permanent  molds 
of  thought,  feeling,  and  action,  society  determines, 
generation  by  generation,  with  increasing  certainty 
the  rate  and  the  direction  of  its  progress.  With 
growing  insight  into  the  essential  character  of 
education  the  attention  of  social  statesmen  is 
shifting  from  a  reconstructive  to  a  constructive 
policy  of  social  control.  In  education  society 
places  its  hand  upon  the  yielding  life  of  the  future. 
It  is  out  of  fundamental  considerations  such  as 
these  that  there  has  emerged  in  modern  society 
the  idea  of  education  as  a  social  duty.  Since  it 
is  the  function  of  society  to  develop  personaHty, 
it  is  the  duty  of  society  to  the  individual  to  make 

^  See  John  Dewey,  Democracy  and  Education,  191 6,  especially 
chaps,  i,  ii,  and  iii. 

*  See  John  Dewey,  My  Pedagogic  Creed. 


46    Religious  Education  in  the  Local  Church 

possible  for  everyone  the  fullest  measure  of  self- 
realization.  Especially  is  this  true  in  a  democracy. 
It  is  equally  true  that  the  education  of  its  members 
is  a  duty  which  society  owes  itself.  This  also  is 
true  in  a  democracy  which  makes  greater  demands 
upon  the  personality  resources  of  its  members  than 
does  any  other  type  of  society.  Education  is 
charged  with  the  responsibility  of  preparing  men 
for  efficient  citizenship  equally  with  offering  them 
hfe-opportunities.^  For  this  reason,  from  the 
Reformation  on,  the  tendency  of  modern  states  has 
been  to  make  education  universal  and  compulsory. 
For  the  same  reason  modern  states  have  made  edu- 
cation a  state  function,  lev)dng  taxes  for  its  support 
and  placing  it  under  direct  state  supervision. 

For  the  discharge  of  this  educational  function 
there  has  been  developed  a  special  institution — 
the  school.  The  school  is  a  social  environment 
within  which,  under  controlled  conditions,  the 
educative  process  takes  place  rapidly  and  with 
precision.  The  school  erects  goals  in  the  form  of 
ultimate  and  proximate  aims,  toward  the  realiza- 
tion of  which  it  directs  the  entire  educative  process. 
It  selects  materials  of  instruction  out  of  the  rich 
and  varied  experience  of  the  race,  which  it  uses  as 
stimuli  to  be  appHed  to  the  minds  of  the  young, 
supplying  that  which  will  secure  desirable  reactions 

^  See  Irving  King,  Education  for  Social  Efficiency,  1913;  and 
George  H.  Betts,  Social  Principles  of  Education. 


The  Educational  Survey  47 

and  withholding  that  which  would  secure  unde- 
sirable reactions.  It  assembles  supervisors  and 
teachers,  who  direct  the  child  in  the  experience  of 
learning.  It  develops  an  elaborate  technique  in 
the  method  of  handling  materials  effectively  and 
in  administering  the  institution,  which  demands 
a  high  degree  of  professional  training  on  the  part  of 
the  teaching  body.  It  creates  costly  and  elaborate 
physical  equipment  in  the  form  of  buildings  and 
apparatus.  The  school  is  an  outstanding,  elabo- 
rate, and  highly  specialized  institution. 

The  school  represents  the  expenditure  of  vast 
sums  of  public  money.  The  United  States 
expended  for  education  of  all  types  $800,000,000 
in  1914,  and  in  1916  fully  $1,000,000,000.^  The 
funds  set  aside  for  education  in  America  have 
steadily  and  rapidly  increased  in  volume.  The 
American  people  believe  in  education  and  are 
willing,  by  taxation,  gift,  and  bequest,  to  pay 
enormously  for  it.  The  work  of  education  with- 
draws from  the  industrially  productive  processes 
a  very  large  and  growing  number  of  highly  efhcient 
workers.  In  1914,  706,152  persons  were  engaged  in 
teaching.  This  was  an  increase  of  202,554  over 
the  number  thus  engaged  in  1900.^  Of  the  23,500,- 
000  of  our  population  who  are  enrolled  in  schools 

^  Report  of  the  Commissioner  of  Education  for  the  year  ending 
June  30,  1916. 
*  Ibid. 


48    Religious  Education  in  the  Local  Church 

of  all  types,  representing  24  per  cent  of  our  entire 
population,  a  large  number  belong  to  the  wage- 
earning  period — certainly  the  403,584  enrolled  in 
higher  institutions  of  learning.^ 

The  placing  of  such  grave  social  responsibiHty 
upon  the  school,  the  administration  of  such  vast 
public  funds,  the  fact  that  so  large  a  proportion 
of  the  population  is  under  the  direct  influence  of 
education,  and  the  fact  that  such  a  large  group  of 
efficient  workers  are  withdrawn  from  other  fields 
of  useful  activity  in  order  to  carry  on  the  work 
of  education  lay  upon  society  the  responsibility  of 
calling  upon  the  school  to  render  an  accounting 
for  the  results  which  society  has  a  right  to  expect 
of  it.  Behind  the  school's  responsibility  for  its 
direct  results  is  the  community's  responsibiHty 
for  the  school  and  for  the  failure  of  any  child 
through  faulty  education. 

The  survey  is  now  established  as  the  instrument 
of  the  community  for  securing  an  accounting  from 
its  educational  agencies  and  ''the  proper  means  of 
inviting  progress  in  any  and  all  forms  of  educa- 
tional affairs.'"'  From  the  making  of  the  first 
survey  in  191 1  the  appHcabihty  and  value  of  the 
method  in  education  have  been  apparent,  and  the 

^  Report  of  the  Commissioner  of  Education  for  the  year  ending 
June  30,  19 16. 

2  E.  F.  Buckner,  "Educational  Surveys,"  Report  of  the  Com- 
missioner of  Education,  1916. 


The  Educational  Survey  49 

number  of  educational  surveys  has  rapidly  in- 
creased in  volume.  The  number  of  surveys  either 
completed  or  in  process  during  1916  was  seventy- 
six.'  During  this  time  the  technique  of  the 
educational  survey  has  undergone  rapid  develop- 
ment, as  is  seen  from  the  elaborate  and  thorough- 
going character  of  the  most  recent  surveys,  such 
as  the  Cleveland  Survey,^  as  compared  with  the 
earliest  efforts.  Each  of  the  twenty- three  volumes 
of  the  Cleveland  report  is  a  survey  in  itself,  and 
the  whole  is  summarized  in  two  extra  volumes. 
The  Cleveland  Survey  went  farther  than  any 
previous  survey  in  working  out  actual  objective 
tests  of  school  results,  and  the  volume  in  which 
these  elaborate  tests  are  recorded  may  be  regarded 
as  the  most  central  and  significant  feature  of  the 
entire  report.^  The  survey  method  has  been 
officially  adopted  by  the  Bureau  of  Education,  the 
Russell  Sage  Foundation,  and  the  General  Educa- 
tion Board  as  the  best  means  for  the  measurement 
of  the  efficiency  of  educational  institutions  and 
systems. 

During  the  six  years  of  its  history  the  educa- 
tional survey  has  developed  several  t3^es,  each 

^Ihid. 

2  Cleveland  Educational  Survey  Reports.     25  vols.     Published 
by  the  Cleveland  Foundation,  191 7. 

3  Charles  H.  Judd,  Measuring  the  Work  of  the  Public  Schools. 
Cleveland  Foundation,  191 7. 


50    Religious  Education  in  the  Local  Church 

having  a  particular  group  of  problems  and  a  still 
further  specialized  method.  The  earliest  type  was 
that  of  the  survey  of  the  city  school  system,  of 
which  the  Portland  Survey^  and  the  Cleveland 
Survey  cited  above  are  typical.  Another  t3^e  is 
the  survey  of  state  systems,  of  which  that  made  of 
Ohio  by  the  Ohio  State  School  Survey  Commission 
is  typical.^  There  have  been  numerous  country- 
school  surveys,  of  which  those  made  of  several 
counties  in  Georgia  by  the  State  Educational 
Department  are  representative.^  In  1913  the 
Russell  Sage  Foundation  undertook  a  comparative 
study  of  the  conditions  of  education  in  the  forty- 
eight  states. '•  Rural  education  has  been  made  the 
subject  of  recent  surveys. ^  Special  subjects  and 
problems  have  received  an  increasing  amount  of 
attention  from  the  surveyor,  such  as  the  study  of 
secondary  education  in  Vermont^  and  the  report 
on  divisions  4  and  5  of  the  Brooklyn  elementary 

^  EUwood  P.  Cubberley,  The  Portland  Survey,  1915. 
^  Report  of  the  Ohio  State  School  Survey  Commission,  by  H.  L. 
Britain,  director,  1914. 

3  See  reports  of  Bulloch,  Clayton,  Taliaferro,  Jackson,  Morgan, 
and  Rabun  counties,  Georgia,  by  M.  L.  Duggan,  director,  1915. 

4  Comparative  Study  of  Public  School  Systems  in  Forty-eight 
States.     Russell  Sage  Foundation,  1913. 

s  See,  for  example.  Rural  School  System  of  Minnesota.  Bureau 
of  Education,  Bulletin  No.  20,  1915. 

^  Raymond  McFarland,  Secondary  Education  in  Vermont, 
Vol.  VI,  Bulletin  No.  5.    Middlebury  College. 


The  Educational  Survey  51 

schools.^  Among  the  later  types  of  educational 
survey  are  the  studies  of  university  administration, 
as  in  the  case  of  the  University  of  Wisconsin,  which 
was  rendered  conspicuous  by  the  discussion  it 
aroused  at  the  time.  The  last-named  survey 
indicates  perhaps  that  much  remains  to  be  done 
in  the  development  of  the  use  of  this  instrument  as 
applied  to  university  conditions. 

The  educational  survey  makes  a  study  of  a 
particular  system  or  institution  in  the  light  of  its 
special  conditions  and  needs.  It  approaches  its 
study  with  a  careful  inquiry  into  the  historical 
conditions  out  of  which  present  poKcies  and  organi- 
zations have  arisen,  so  as  to  offer  an  appreciative 
account  of  existing  conditions.  It  takes  into 
account  the  economic  and  social  character  of  the 
commimity  which  the  school  or  the  system  serves, 
with  reference  to  its  adaptation  to  the  needs  of 
the  community.  Nothing  is  more  fundamental 
in  an  educational  system  than  its  adaptation  to 
the  needs  of  the  local  community.  An  industrial 
community  should  have  a  very  different  type  of 
curriculum  from  an  urban  community  or  a  rural 
community.  The  school  should  fit  the  coming 
citizens  to  the  environment  in  which  they  will  Kve 
their  lives  and  do  their  work.     Individuals  differ 

^  William  McAndrews,  Report  upon  Divisions  4  and  5  of  Ele- 
mentary Schools,  Brooklyn.  New  York  Department  of  Education, 
1915. 


52    Religious  Education  in  the  Local  Church 

greatly  in  native  interests  and  capacities.  The 
school  needs  to  adapt  its  course  of  study  and  its 
program  to  the  varied  interests  of  children  and  to 
the  work  in  which  they  will  be  engaged,  so  that 
each  Hfe  will  be  most  completely  realized,  will  be 
most  useful  to  society,  and  will  unite  work  and 
culture  in  an  intelligent  life-process. 

The  educational  survey  is  regarded  as  an  exten- 
sion of  the  function  of  the  supervisory  body.  For 
this  special  undertaking  the  supervisory  body  may 
invite  a  group  of  experts,  in  which  case  the  experts 
are  regarded  as  temporarily  added  to  the  super- 
visory staff.  In  any  case  the  survey  should  always 
result  from  the  initiative  of  the  administrative  body 
in  its  desire  to  improve  the  work  of  the  schools 
committed  to  its  supervision.  The  city  of  Portland 
invited  Professor  Ell  wood  P.  Cubberley,  of  Leland 
Stanford  Junior  University,  to  supervise  the  survey, 
and  he  assembled  a  considerable  number  of  educa- 
tional experts  to  assist  him.  The  Cleveland  system 
invited  Mr.  Leonard  P.  Ayres,  of  the  division  of 
education  of  the  Russell  Sage  Foundation,  to  super- 
vise the  survey,  and  a  large  group  of  experts  in 
special  fields  were  called  in  for  longer  or  shorter 
periods  to  conduct  the  special  surveys.  Al- 
together, nineteen  specialists  were  engaged  in  the 
latter  survey. 

The  educational  survey  should  be  impersonal 
and  impartial.    Educational  theory  has   by  no 


The  Educational  Survey  53 

means  become  so  exact  that  one  can  dogmatize  on 
any  particular  theory  or  procedure.  The  surveyor 
must  be  broad  enough  in  his  appreciations  to  allow 
for  differences  of  opinion.  The  more  objective 
becomes  the  method  of  judging  educational  pro- 
cesses through  results  the  less  will  be  the  proba- 
bihty  of  error  through  personal  prejudice. 

In  the  endeavor  to  evaluate  results  in  the  earlier 
educational  surveys  dependence  had  to  be  placed 
on  the  subjective  judgments  of  educational  experts, 
in  which  error  was  partially  ehminated  by  checking 
the  judgment  of  one  expert  by  that  of  others. 
This  method  was  necessary  because  there  were  as 
yet  no  scales  of  measurement  worked  out  on  a 
sufficient  basis.  But  in  the  more  recent  develop- 
ment of  the  educational  survey  one  of  the  most 
significant  advances  in  the  working  out  of  the 
technique  has  been  the  patient  working  out  of 
scales  of  measurement. 

The  statistical  measurement  of  the  results  of  the 
school  system  in  the  various  subjects  and  grades 
was  one  of  the  most  outstanding  and  characteristic 
features  of  the  Cleveland  Survey.  This  work  was 
under  the  supervision  of  Professor  Charles  H.  Judd 
and  is  a  thoroughgoing  piece  of  scientific  work. 
The  report  of  these  measurements  is  given  in  the 
volume  of  the  report  entitled  Measuring  the  Work 
of  the  Public  Schools.  Measures  were  taken  of  the 
aggregate  failures  of  students  in  all  grades,  as  well 


54    Religious  Education  in  the  Local  Church 

as  of  failures  in  particular  subjects.  The  failure 
of  students  in  special  subjects  is  compared  with 
their  records  in  other  subjects.  Comparative 
studies  were  made  of  the  failures  by  grades  in 
individual  schools.  Tests  were  made  in  the  quality 
and  speed  of  handwriting,  proficiency  in  spelling, 
accuracy  and  speed  in  arithmetic,  the  quality  and 
rate  of  both  oral  and  silent  reading,  the  number 
entering  the  high  schools  from  the  eighth  grades 
of  the  several  schools,  the  percentage  of  pupils 
above  and  below  normal  age  in  the  high  schools, 
the  number  of  withdrawals  from  the  various  courses 
of  the  high  schools,  the  number  who  repeated  the 
high-school  courses  or  dropped  them  or  failed,  the 
distribution  of  failures  in  the  high  schools  by 
courses,  and  failures  in  required,  as  distinguished 
from  elective,  courses.  Careful  measurements 
were  made  of  individual  differences  and,  in  some 
subjects,  of  differences  arising  from  sex.  Where 
possible,  comparisons  were  made  of  the  tests  in  the 
Cleveland  schools  with  tests  in  other  city  systems. 
As  such  pieces  of  work  increase  in  number  and 
range  there  will  in  time  be  formulated  a  reliable 
standard  of  measurement  of  the  effectiveness  of  a 
public-school  system  in  every  aspect  of  its  work  and 
administration.  A  sufficient  number  of  such  tests 
will  express  the  collective  experience  in  education.' 

^  For  illustrations  of  scales  worked  out  in  various  subjects  the 
student  should  consult  the  Report  of  the  School  Inquiry  Com- 
mittee of  New  York  City,  Vol.  I,  by  Stuart  A.  Courtis,  for  the 


The  Educational  Survey  55 

In  respect  to  accurate  measurements  the  educa- 
tional survey  is  far  in  advance  of  the  social  survey, 
the  standards  of  which  for  some  time  to  come  must 
remain  somewhat  indefinite. 

The  educational  survey  makes  effective  use  of 
publicity.  Much  of  the  undeserved  criticism  of 
public  education  will  be  remedied  by  an  apprecia- 
tion of  the  intricate  and  difficult  problems  of 
education  and  the  actual  achievement  of  efficient 
school  systems.  The  pressure  of  public  opinion  is 
needed  to  secure  the  reconstruction  of  inefficient 
systems  or  institutions.  Improvements  are  fre- 
quently costly,  and  the  basis  of  the  willingness  on 
the  part  of  the  community  to  tax  itself  is  the  desire 
for  better  education  which  arises  out  of  a  con- 
crete and  adequate  knowledge  of  the  existing  con- 
ditions and  of  what  standardized  education  is 
doing   in    other   communities.     Publicity  secures 


Courtis  test  for  arithmetic;  Teachers  College  Record,  Vol.  XV, 
No.  4,  "The  Measurement  of  Ability  in  Reading,"  by  E.  L. 
Thorndike;  Teachers  College  Record,  Vol.  XIV,  No.  5,  "The 
Measurement  in  Drawing,"  by  E.  L.  Thorndike;  Teachers  College 
Record,  Vol.  XV,  No.  5,  "Teachers'  Estimates  of  the  Quality  of 
Specimens  of  Handwriting,"  by  E.  L.  Thorndike;  A  Measuring 
Scale  for  Ability  in  Spelling,  by  Leonard  P.  Ayres,  division  of 
education,  Russell  Sage  Foundation;  A  Scale  for  Measuring  the 
Quality  of  Handwriting  of  School  Children,  by  Leonard  P.  Ayres, 
division  of  education,  Russell  Sage  Foundation. 

For  a  thorough  discussion  of  the  methods  involved  in  mental 
measurements  the  student  should  consult  An  Introduction  to  the 
Study  of  Mental  and  Social  Measurements  (1916),  by  E.  L.  Thorn- 
dike. 


56    Religious  Education  in  the  Local  Church 

the  understanding  and  sympathy  on  the  part  of 
the  home  and  other  community  agencies  and  insti- 
tutions which  are  essential  to  the  co-operation  of 
these  agencies  with  the  public  school. 

The  Cleveland  Survey  is  also  unique  in  the 
method  of  publicity  which  it  adopted.  Every 
possible  check  upon  the  accuracy  and  thoroughness 
of  each  report  was  made  use  of  before  it  was  given 
to  the  public.  The  first  tentative  report  of  the 
specialist  in  charge  of  a  given  field  of  investigation 
was  gone  over  carefully  by  the  director  and  the 
other  members  of  the  survey  staff.  The  revised 
tentative  report  was  then  submitted  in  duplicate 
copies  to  the  board  of  education,  the  superintend- 
ent, and  other  specialists  in  the  community  for 
correction  and  suggestions.  It  was  then  placed 
in  the  final  form  and  printed  in  a  monograph  which 
was  complete  in  itself.  For  this  reason  these 
separate  reports  deal  with  fundamentals  and  are 
noteworthy  for  their  extreme  accuracy.  The 
report  in  its  final  form  ,was  presented  at  a  luncheon 
at  one  of  the  leading  hotels,  to  which  special 
invitations  were  issued,  though  anyone  who  wished 
to  do  so  might  attend.  The  report  was  explained 
in  its  essential  outlines  by  the  specialist  in  charge, 
with  exhibits  of  tables,  charts,  and  diagrams. 
Copies  of  the  report  were  on  sale  at  the  luncheon, 
so  that  they  might  immediately  be  distributed 
throughout  the  community.     The  newspapers  of 


The  Educational  Survey  57 

the  city  crowded  the  war  news  from  the  front  page 
in  order  to  give  publicity  to  these  reports  as  they 
were  given  out  serially,  for  the  reason  that  they 
were  excellent  news,  though  they  contained  little 
that  was  sensational  or  derogatory  to  the  school 
system. 

The  Cleveland  experience  is  an  excellent  indica- 
tion of  the  intense  interest  a  community  takes  in 
its  educational  system  when  the  matter  is  brought 
before  it  in  a  thoroughgoing  but  wise  manner. 
The  luncheons  were  held  weekly  for  a  year,  so 
that  during  that  time  the  focus  of  community 
attention  was  upon  the  problems  and  possibilities 
of  education  in  that  city.  Moreover,  this  plan  had 
the  advantage  of  presenting  the  intricate  and 
difficult  problems  of  a  complicated  city  system 
item  by  item,  so  that  each  could  be  clearly  defined 
and  impressed  upon  the  public  mind.  The  room 
in  which  the  weekly  conferences  were  held  was 
taxed  to  its  capacity  throughout  the  entire  period 
and  the  composition  of  the  group  changed  as 
special  topics  attracted  the  interest  of  special 
groups  in  the  city.     In  the  words  of  the  report: 

This  laborious  process  constituted  a  new  development 
in  educational  practice  and  in  the  technique  of  the  school 
survey.  It  might  be  called  bridging  the  gap  between 
knowing  and  doing,  or  it  might  be  termed  the  process  of 
carrying  the  community.  It  was  a  method  of  educating 
the  public  concerning  its  educational  problems.  Its  object 
was  to  make  the  entire  school  system  pass  in  complete 


58    Religious  Education  in  the  Local  Church 

review  before  the  public  eye.  It  made  the  schools  and  the 
public  pay  attention  to  each  other.  It  presented  the  past, 
the  present,  and  the  possible.  Its  aim  was  to  place  before 
the  citizens  a  picture  of  the  schools,  a  picture  so  accurate 
that  it  could  not  mislead,  so  simple  that  it  could  not  be 
misunderstood,  and  so  significant  that  it  could  not  be 
disregarded.  The  Cleveland  experience  demonstrated  that 
it  was  entirely  possible  to  arouse  the  public  to  this  sort  of 
interest  in  their  school  problems  and  then  to  sustain  that 
interest.^ 

In  common  with  all  surveys  the  educational 
survey's  objective  is  improvement  of  existing 
conditions.  Consequently  each  report,  whether  on 
separate  items  or  on  the  whole  situation,  ends  in  a 
body  of  recommendations  for  the  future.  As  a 
rule  recommendations  concerning  future  policy 
do  well  to  distinguish  between  ultimate  and  proxi- 
mate aims.  The  reconstruction  of  a  complicated 
system  is  a  large  task  and  frequently  may  best  be 
undertaken  item  by  item  until  the  whole  is 
complete. 

The  larger  problems  that  come  under  the 
scrutiny  of  the  educational  survey  are  attendance 
of  the  school  population,  the  elimination  of  pupils 
and  the  causes  thereof,  the  organization  and 
administration  of  the  system,  the  sources  and 
distribution  of  the  financial  budget,  educational 
supervision,  the  personnel  and  the  professional 
preparation  of  the  teaching  staff,  course  of  study, 

^  Leonard  P.  Ajnres  (1917),  The  Cleveland  School  Survey,  p^.  37  f. 


The  Educational  Survey  59 

methods  of  teaching,  disciphne,  promotions,  testing 
the  abihty  of  pupils,  salaries  and  tenure  of  office, 
the  improvement  of  teachers  in  service,  the  source 
of  teacher  supply,  the  co-ordination  of  elementary 
and  secondary  schools,  educational  and  vocational 
guidance,  provision  for  exceptional  children,  and 
statistical  data.  It  will  thus  be  seen  that  organized 
education  is  an  exceedingly  complex  and  intricate 
process. 

Something  of  the  scope  and  thoroughness  of  such 
a  representative  study  as  the  Cleveland  Survey  is 
suggested  by  including  here  the  titles  of  the  volumes 
of  the  published  report.  It  wiU  be  noted  that  eight 
volumes  and  a  summary  are  devoted  to  the  subject 
of  industrial  education  alone.  Space  does  not 
permit  the  inclusion  of  even  the  principal  topics 
discussed  in  each  of  these  volumes. 

Report  of  the  Cleveland  School  Survey 

I.  Child  Accounting  in  the  Public  Schools 
II.  The  Teaching  Staff 

III.  What  the  Schools  Teach  and  Might  Teach 

IV.  Measuring  the  Work  of  the  Public  Schools 
V.  Health  Work  in  the  Public  Schools 

VI.  Schools  and  Classes  for  Exceptional  Children 
VII.  Household  Arts  and  School  Lunches 
VIII.  Education  through  Recreation 
IX.  Educational  Extension 
X.  The  School  and  the  Immigrant 
XI.  The  Public  Library  and  the  Public  Schools 
XII.  School  Buildings  and  Equipment 


6o    Religious  Education  in  the  Local  Church 

XIII.  Overcrowded  Schools  and  the  Platoon  Plan 

XIV.  Financing  the  Public  Schools 

XV.  School  Organization  and  Administration 
XVI.  The  Cleveland  School  Survey:  A  Summary 

1.  The  Survey  and  the  City 

2.  How  the  Survey  Was  Conducted 

3.  General  Conclusions 

4.  New  Contributions  to  Education 

5.  A  summary  of  each  of  the  foregoing  separate 
volumes 

In  addition  to  these  general  studies  a  highly 
specialized  study  was  made  of  industrial  education, 
the  results  of  which  were  pubhshed  in  nine  volumes : 

I,  Boys  and  Girls  in  Commercial  Work 
II.  Department-Store  Occupations 

III.  Dressmaking  and  Millinery 

IV.  Railroad  and  Street  Transportation 
V.  The  Building  Trades 

VI.  The  Garment  Trades 

VII.  The  Metal  Trades 

VIII.  The  Printing  Trades 

IX.  Wage-Earning  and  Education:  A  Summary 

SUMMARY 

On  its  personal  side  education  is  a  means  of  self- 
realization  through  adjustment  to  one's  whole 
environment.  It  is  also  a  social  process,  the  funda- 
mental method  of  social  progress,  and  a  social  duty. 
The  educational  function  of  society  is  accomplished 
through  a  special  agency  known  as  the  school, 
within  which  goals  are  set  up  and  the  educational 


The  Educational  Survey  6i 

process  is  determined  and  executed,  upon  which 
vast  sums  of  public  money  are  expended,  and 
which  withdraws  a  large  group  of  highly  efficient 
workers  from  other  fields  of  endeavor.  For  such 
responsibilities  the  school  is  accountable  to  the 
community. 

The  educational  survey  is  the  community  instru- 
ment for  securing  an  accounting  from  the  schools 
and  for  inviting  progress.  The  survey  idea  has 
spread  rapidly  in  education,  and  the  technique  has 
undergone  perfecting.  Numerous  types  of  the 
educational  survey  have  been  developed  and  the 
principles  defined.  The  recent  Cleveland  Survey 
is  an  excellent  illustration  of  the  scope  and  com- 
plexity of  the  educational  survey. 


CHAPTER  V 
THE  SURVEY  IN  RELIGIOUS  EDUCATION 

Religious  education  as  carried  on  in  the  church 
is  a  specialized  form  of  general  education. 

Historically,  religious  education  had  its  rise  in 
general  education.  Among  primitive  peoples  and 
in  the  early  culture  civilizations  religious  education 
and  secular  education  were  fused  in  one  process. 
Moreover,  in  the  earlier  types  of  education  the 
secular  aspects  of  the  process  were  dominated  by 
the  religious  aspects.  The  unconscious  imitative 
educational  methods  of  primitive  groups  consist 
largely  in  religious  ceremonies  and  are  administered 
by  the  medicine  men  of  the  tribe.  The  schools  of 
the  early  civilized  peoples  were  held  for  the  most 
part  in  the  temple  grounds  and  were  presided  over 
by  the  priests,  while  the  religious  and  the  practical 
were  commingled  in  the  content.  Indeed,  the 
fusion  of  these  two  types  of  education,  together 
with  the  predominance  of  the  religious  over  the 
secular,  continued  until  after  the  Reformation  and 
well  on  into  the  nineteenth  century,  when  state 
systems  of  education  arose,  the  content  of  pubHc 
education  became  secular,  and  the  teaching  func- 
tion passed  into  the  hands  of  the  laity,  leaving 

62 


The  Survey  in  Religious  Education       63 

religious  education,  as  such,  to  the  church.  In 
America  the  fact  that  specific  reUgious  education 
has  been  excluded  from  the  public  schools  has  laid 
upon  the  church  the  necessity  of  providing  religious 
education  through  the  various  agencies  which  the 
church  has  from  time  to  time  created,  but  chiefly 
through  the  Sunday  school,  the  Bible  school,  or  the 
church  school,  as  it  has  been  variously  denominated. 

As  the  institutions  of  religious  education  were 
differentiated  from  the  institutions  of  general 
education,  so  the  theory  and  practice  of  religious 
education  have  taken  their  departure  from  the 
theory  and  practice  of  general  education.  Secular 
education,  after  it  had  disengaged  itself  from  the 
control  of  the  church,  developed  along  scientific 
lines,  working  out  a  philosophy  of  the  educative 
process,  a  technique  of  teaching,  a  highly  elaborated 
body  of  materials,  and  a  high  degree  of  efficiency 
in  organization  and  supervision.  In  general 
method  and  in  its  fundamental  problems  religious 
education  does  not  differ  from  secular  education. 
It  differs  only  in  its  aims,  its  institutional  relation- 
ships, and  the  body  of  instructional  material  with 
which  it  deals.  A  sound  philosophy  and  a  sound 
procedure  in  religious  education  will  take  their 
point  of  departure  from  fundamental  educational 
philosophy  and  procedure. 

Religious  education  seeks  to  complete  the  educa- 
tive process,  beginning  where  secular  education 


64    Religious  Education  m  the  Local  Church 

ends.  It  is  designed,  not  to  displace,  but  to  supple- 
ment secular  education.  It  seeks  to  secure  a 
religious  adjustment  of  the  child  to  his  whole 
environment,  including  God.  It  seeks  to  transmit 
to  him  the  religious  inheritance  of  the  race  as 
preserved  in  its  sacred  institutions  and  literatures, 
leaving  the  literary,  scientific,  aesthetic,  and 
political  inheritances  to  be  transmitted  by  the 
public  school.  As  public  education  is  organized  in 
America,  the  public  school  cannot  attempt  to 
secure  the  religious  adjustment.  Secular  education, 
therefore,  unsupplemented  by  religious  education, 
is  incomplete.  When  the  historical  and  psycho- 
logical relation  of  religion  to  group  survival  and 
well-being  is  considered,  religious  education  be- 
comes at  once  a  grave  social  problem,  particularly 
in  a  democracy. 

As  American  education  is  organized,  the  larger 
social  group  has  delegated  the  responsibility  for 
religious  education  to  the  church,  which  is  a 
specialized  institution  for  the  interpretation  and 
promotion  of  religion.  As  one  among  its  numerous 
and  complex  functions  the  church  has  placed  the 
responsibility  for  religious  education  upon  a  group 
of  educational  agencies,  both  instructional  and 
expressional.  The  educational  agencies  of  the 
church  are  therefore  directly  responsible  to  it 
for  their  efficiency,  and  the  church  is  directly 
responsible    to    society    for    the   function   which 


The  Survey  in  Religious  Education       65 

such  agencies  perform  in  our  complex  modern 
life.  Only  dimly  has  the  church  perceived  this 
social  responsibility,  and  even  more  remotely  have 
the  fragmentary  educational  agencies  of  the 
church  felt  their  social  accountability.  There  is 
great  need  for  the  quickening  of  the  sense  of  social 
responsibility  in  religious  education.  If  the  church 
fails  in  this  task  through  lack  of  educational 
efficiency,  to  that  degree  is  the  life  of  society 
impoverished  and  its  future  jeopardized. 

In  the  light  of  this  social  responsibility  of  the 
church  the  time  has  come  for  an  accounting  on  the 
part  of  the  church  for  the  trust  that  has  been 
committed  to  it.  Is  the  present  organization  of 
religious  education  in  the  local  church,  the  com- 
munion, and  the  larger  inter  communal  world  a 
sound  and  effective  educational  organization? 
In  the  process  of  historic  development  various 
special  agencies  with  an  educational  purpose  have 
sprung  up  in  the  church  to  meet  particular  needs 
as  they  arose.  Thus  the  Sunday  school  in  America 
arose  to  meet  the  need  of  instruction  in  the  Bible 
that  could  no  longer  be  taught  in  the  public  schools. 
In  the  same  manner  the  young  people's  societies 
arose  because  the  young  people  in  the  churches 
had  no  adequate  means  for  expressional  activity. 
Mission  bands,  which  include  in  their  programs 
both  instruction  in  missions  and  giving  to  mis- 
sionary  objects,    have    been    organized    because 


66    Religious  Education  in  the  Local  Church 

missionary  instruction  was  lacking  and  a  valuable 
source  of  missionary  income  was  not  being  utilized. 
Various  clubs  have  arisen  for  both  sexes  and  for 
the  various  age-groups  to  meet  similar  neglected 
needs.  Interchurch  organizations,  such  as  the 
Young  Men's  Christian  Association  and  the 
Young  Women's  Christian  Association,  have  been 
created  to  meet  the  larger  needs  of  the  young 
people  and  to  carry  on  both  instructional  and 
expressional  activity.  Out  of  this  multiplicity  of 
educational  agencies  there  have  arisen  very  acute 
problems,  especially  in  the  local  church.  In 
many  cases  there  is  an  overlapping  of  membership 
and  of  function.  When  the  entire  educational 
need  of  the  church  is  viewed,  there  are  serious  gaps 
and  omissions.  Each  organization  has  its  own 
distinctive  aims  and  is,  for  the  most  part,  under 
the  supervision  of  a  separate  and  outside  inter- 
communal  and  national  or  international  organiza- 
tion. The  child's  educational  consciousness  is 
divided,  and  ineffectiveness  characterizes  the  total 
result.  Is  this  the  soundest  kind  of  organization 
and  supervision  the  church  can  give  its  program  of 
religious  education  ? 

There  is  a  growing  feeling  in  the  church  that 
none  of  these  uncorr elated  agencies,  nor  all  of  them 
together,  are  adequate  to  meet  the  need  of  a 
unified  and  soimd  program  of  religious  education 
in   the   local   church.     The   aims  are  undefined, 


The  Survey  in  Religious  Education       67 

fragmentary,  and  unrelated.  The  process,  viewed 
as  a  whole,  is  unrelated  and  unsupervised.  The 
results  are  unchecked.  With  this  growing  dis- 
content arising  out  of  the  unrelated  program  of 
religious  education  now  in  use  attention  is  increas- 
ingly being  turned  to  the  Sunday  school  as  the 
agency  best  fitted  to  undertake  the  whole  program 
of  religious  education  in  the  local  church.  But 
when  the  Sunday  school  is  scrutinized  the  question 
immediately  arises  as  to  its  adequacy  to  meet  the 
need  without  a  thoroughgoing  reconstruction  of 
present  procedure.  Apparently  some  organization 
must  be  wrought  out  by  which  the  local  church 
may  undertake  consciously  the  function  of  religious 
education,  and  which  it  can  hold  to  accountability 
for  its  spiritual  results,  either  by  putting  the 
present  Sunday  school  on  a  sound  educational  basis 
or  by  creating  an  agency  that  will  supersede  all 
the  existing  ones. 

When  one  turns  from  the  educational  organiza- 
tion of  the  modern  church  to  the  physical  equip- 
ment, one  is  confronted  with  the  same  type  of 
problem.  By  the  side  of  the  older  functions  of 
worship  and  preaching,  to  meet  the  needs  of  which 
the  older  types  of  building  were  constructed,  there 
has  grown  up  in  the  modern  church  the  function 
of  education,  demanding  scientific  conditions  of 
teaching  within  which  the  educational  process  can 
go  on  to  the  best  advantage.     How  far  does  the 


68    Religious  Education  in  the  Local  Church 

local  church  possess  these  essential  teaching  con- 
ditions ? 

The  local  church  does  not  have  a  curriculum 
built  up  as  a  unit  for  the  accomphshment  of  clearly- 
defined  aims,  but  it  has  a  group  of  curricula  whose 
content  and  aims  are  wholly  unrelated.  Each 
local  educational  agency  has  a  considerable  body  of 
instructional  material  in  the  Bible,  in  missions,  or 
in  various  other  special  subjects.  In  some  of  them 
the  material  in  use  is  paralleled  by  material  used 
by  other  agencies,  so  that  there  is  duplication  and 
confusion.  For  the  most  part,  only  since  1908 
have  graded  lesson  materials  been  used  in  the 
Sunday  school  in  an  effort  to  meet  the  needs  arising 
out  of  the  development  of  the  instincts,  capacities, 
experience,  and  spiritual  life  of  children  and  young 
people.  As  yet  in  the  vast  majority  of  Sunday 
schools  pupils  of  all  ages  still  use  the  uniform 
lessons  which  cover  the  entire  Bible  in  a  frag- 
mentary and  superficial  manner  in  repeated  cycles. 
Is  this  the  best  organization  and  content  of  a 
curriculum  upon  which  the  church  may  rely  for  its 
instructional  material  ? 

A  scrutiny  of  the  educational  work  of  the  church 
immediately  raises  the  question  of  the  personnel 
and  training  of  the  teaching  body  in  each  of  these 
several  agencies,  and  in  particular  in  the  Sunday 
school.  What  are  the  sources  of  supply  and  the 
methods  of  selection  ?    Under  what  conditions  are 


The  Survey  in  Religious  Education       69 

inefficient  teachers  displaced,  if  they  are  displaced 
at  all  ?  To  what  extent  and  how  effectively  is  the 
work  of  the  teachers  supervised?  What  means 
are  employed  for  the  improvement  of  teachers  in 
service  ?  What  agencies  and  methods  are 
employed  for  the  discovery  and  training  of  the 
teaching  force  of  the  future?  Does  the  church 
require  a  definite  standard  of  proficiency  on  the 
part  of  the  teachers  to  whom  it  commits  the 
educational  function  of  the  church  ? 

Is  the  method  of  teaching  sound,  being  based 
upon  the  psychology  of  the  developing  mind  and 
of  the  fundamental  mental  processes?  Is  it  in 
accord  with  the  laws  governing  the  development 
of  character  and  of  the  spiritual  life?  Do  the 
teachers  teach  with  the  power  and  skill  that  come 
from  insight  and  from  a  mastery  of  the  technique 
of  the  teaching  process  ? 

Are  the  educational  aims  of  the  church  as  an 
institution  and  of  its  several  educational  agencies 
well  defined  and  arranged  in  their  proper  sequence  ? 
Are  these  aims  the  basis  of  a  forward-looking  and 
progressive  policy  of  education  projected  through 
a  series  of  years  ? 

These  are  the  problems  that  confront  religious 
education  in  the  local  church  and  in  the  larger 
Christian  world.  The  mere  asking  of  these  ques- 
tions is,  at  the  present  time,  equivalent  to  a  state- 
ment that,  as  now  organized,  religious  education 


70    Religious  Education  in  the  Local  Church 

is  in  serious  need  of  reconstruction  if  it  is  to  do 
the  work  that  the  church  and  society  have  a  right 
to  expect  of  it.  If  the  Sunday  school,  which  has 
aheady  had  such  an  honorable  history  and  has 
developed  such  an  effective  organization,  is  to 
undertake  this  larger  social  responsibility,  it  is 
clear  that  in  organization,  supervision,  equipment, 
teaching  force,  course  of  study,  and  method  it  must 
undergo  extended  modification. 

Fortunately  there  is  already  at  hand  in  the 
survey  a  social  instrument  for  securing  progress  in 
this  most  important  field.  Its  principles  and 
methods  have  already  been  perfected  in  the  fields 
of  social  service  and  of  secular  education.  There 
is  every  reason  to  expect  that  this  objective  method, 
when  rigorously  applied  to  religious  education,  will 
yield  equally  far-reaching  results  in  the  direction 
of  progress. 

What  is  needed  at  the  present  moment  more  than 
anything  else  is  a  taking  of  stock  in  the  educational 
work  of  the  church.  The  church  needs  to  know 
all  of  the  facts,  not  only  that  it  may  know  exactly 
what  it  is  or  is  not  doing  in  the  field  of  religious 
education,  but  in  order  that  it  may  analyze  these 
facts  carefully  to  discover  wherein  the  weakness 
and  the  strength  of  its  educational  program  lie 
and  to  formulate  sound  educational  policies  for 
the  future.  Every  such  study  that  in  the  end  will 
arrive  at  definite  results  must  begin  with  a  study 
of  concrete  situations  in  numerous  local  churches. 


The  Survey  in  Religious  Education        71 

Fortunately  there  is  growing  up  a  body  of  expert 
knowledge  in  the  field  of  religious  education  which 
finds  expression  in  the  growing  literature  of  the 
subject.  Nothing  could  add  more  to  the  scientific 
character  of  this  literature  than  the  employment  of 
the  objective  method  of  the  survey  as  a  means  of 
discovery.  .  Our  hope  for  progress  in  religious 
education,  as  in  secular  education,  lies  in  the  rigid 
application  of  the  scientific  method.  Nor  is 
religious  education  dependent  wholly  upon  its  own 
creations.  There  is  much  in  the  field  of  psycho- 
logical research  and  experimental  method  in 
secular  education  that  is  of  immediate  applica- 
bility in  religious  education.  This  increasing 
amount  of  scientific  knowledge  needs  to  be  utilized 
by  religious  educationists. 

There  is  need  that  the  results  of  teaching  religion 
under  past  and  present  conditions  should  be  care- 
fully criticized  and  evaluated.  Just  what  reactions 
of  knowledge,  of  reverence,  of  conduct,  of  attitude 
and  feeling,  and  of  impulses  to  service  has  the  past 
educational  program  of  the  church  secured  ?  Are 
these  the  types  of  reactions  the  church  desires? 
Is  the  church  really  creating  the  type  of  mind  or  of 
spiritual  fife  for  the  church  of  tomorrow  that  it 
wishes  to  create  ? 

Any  evaluation  of  results  necessitates  the  erec- 
tion of  standards  and  tests  and  the  careful  definition 
of  aims.  Unfortunately  almost  the  entire  task  of 
working  out  standards  and  scales  for  religious 


72    Religious  Education  in  the  Local  Church 

education  lies  in  the  future.  There  are  two 
unpublished  reports  of  tests  worked  out  in  the 
seminar  of  Union  Theological  Seminary  that  are 
typical  of  the  kind  of  study  that  needs  to  be  made 
on  an  extended  scale.  Indeed,  the  working  out  of 
scales  in  secular  education  is  comparatively  recent 
and  is  still  in  progress.  It  is  none  too  soon  for  the 
religious  educationist  to  begin  this  task. 

The  employment  of  standards  in  the  evaluation 
of  results  makes  possible  the  use  of  the  experimental 
method  in  the  form  of  testing  the  materials  of 
instruction,  organization,  methods  of  teaching,  and 
broader  educational  policies.  Fortunately  the 
number  of  Sunday  schools  in  which  there  are  ideal 
teaching  conditions,  trained  supervision,  a  trained 
body  of  teachers,  and  controlled  conditions  neces- 
sary for  experimentation  is  increasing.  Experi- 
mentation is  not  a  task  that  can  be  undertaken  by 
schools  indiscriminately;  it  lies  in  the  field  of  the 
scientifically  trained  investigator.  Typical  of 
experiments  that  should  be  undertaken  in  lesson 
materials,  methods  of  teaching,  and  organization 
are  the  experiments  in  worship  conducted  by 
Dr.  Hugh  Hartshorne  in  the  Union  School  of 
Religion,  maintained  as  an  observational  and 
experimental  school  in  connection  with  the  Union 
Theological  Seminary  in  New  York.^    A  study  of 

^  Hugh  Hartshorne,  Worship  in  the  Sunday  School,  1913; 
Manual  for  Training  in  Worship,  191 5;  and  The  Book  of  Worship 
of  the  Church  School,  1915. 


The  Survey  in  Religious  Education        73 

the  psychological  aspects  of  ritual  was  made  by 
Frederick  G.  Henke.'  Similar  studies  need  to  be 
carried  on  until  every  feature  of  the  process  of 
religious  education  rests  upon  a  solid  experimental 
^  basis.  •  Not  until  the  method  of  experimentation  is 
employed  can  we  hope  for  rapid  and  certain 
progress  in  religious  education.  The  crude  form 
of  the  trial-and-error  method  is  the  simplest,  most 
primitive,  and  least  dependable  of  all  methods  of 
getting  on.  It  lacks  precision  and  gets  meager 
results.  The  experimental  method,  as  a  refined 
form  of  the  trial-and-error  method,  is  complicated 
and  difficult  to  manage,  but  is  precise  and  is  the 
best  method  of  learning  known  to  man.  The 
crude  trial-and-error  method  follows  experience; 
the  experimental  method  directs  experience  and 
gives  it  meaning.  It  quickly  ehminates  wrong  or 
needless  movements.  It  is  creative  and  progres- 
sive. 

Religious  education  at  the  present  moment  in 
most  local  churches  is  distinctly  in  need  of  definite 
and  far-reaching  educational  policies.  Wanting  in 
standards  and  tests,  many  schools  are  lacking  in 
definite  objectives  toward  which  the  energies  and 
processes  of  the  school  may  be  directed.  A  study 
of  a  group  of  Sunday  schools  in  central  Kentucky 
failed  in  most  cases  to  reveal  any  definite,  carefully 
planned,  and  forward-looking  educational  program. 

»  Frederick  G.  Henke,  A  Study  in  the  Psychology  of  Ritualism, 
1910. 


74    Religious  Education  in  the  Local  Church 

It  is  doubtful  whether  any  other  sampHng  would 
have  shown  a  much  different  result. 

The  leaders  of  scientific  religious  education  face 
no  more  needed  or  difficult  task  than  the  populariz- 
ing of  the  educational  ideal  in  the  local  church. 
The  provision  of  adequate  educational  equipment, 
teaching  materials,  and  necessary  accessories  in- 
volves expense  which  the  church  should  be  ready 
to  assume.  What  is  more,  the  church  itself  needs 
to  be  aroused  to  a  sense  of  the  supreme  place  of  its 
educational  function  and  to  put  behind  its  educa- 
tional program  all  the  dynamic  of  understanding, 
sympathy,  and  co-operation  at  its  command.  The 
task  of  religious  education  is  one  which  the  church 
cannot  wholly  delegate  to  a  special  class  of  workers. 
The  church  must  give  itself  to  this  undertaking 
whole-heartedly.  For  this  purpose  the  publicity 
that  results  from  the  survey  is  of  the  greatest 
possible  value.  The  simple,  impressive,  and  cumu- 
lative presentation  of  the  ideals  of  rehgious  educa- 
tion and  of  existing  conditions  in  the  local  church 
will  appeal  to  the  imagination  of  the  church, 
awaken  its  educational  conscience,  and  enlist  its 
personal  and  economic  resources  in  the  task.  Some 
schools  have  made  use  of  the  exhibit  apart  from 
the  survey  and  always  with  excellent  results.  The 
mission  boards  have  used  the  exhibit  in  its  various 
forms  in  the  most  effective  manner.  Such  results 
suggest  the  effectiveness  of  the  exhibit  as  a  part 


The  Survey  in  Religious  Education       75 

of  the  program  of  publicity  that  accompanies  and 
is  a  part  of  the  survey.  If  the  presentation  of  the 
problems  and  facts  can  be  made  continuous,  as  in 
the  Cleveland  Survey,  so  much  the  better.  The 
object  of  pubHcity  is  to  create  public  sentiment  as 
the  d3Tiamic  of  the  improvement  program.  Better 
public  sentiment  in  the  church  in  favor  of  religious 
education  should  result  in  better  financial  support, 
the  enlistment  of  better  teachers,  and  a  demand 
for  the  best  materials  and  organization  possible, 
together  with  the  intelhgent  and  hearty  co- 
operation of  the  larger  constituency. 

The  objective  of  the  survey  in  religious  educa- 
tion, as  in  all  types  of  the  survey,  is  improvement. 
The  leaders  in  religious  education  may  confidently 
expect  that  when  the  church  knows  the  facts  about 
its  educational  work  and  is  confronted  with  its 
responsibility  to  the  young  people  of  the  com- 
munity, to  its  own  future,  and  to  society  it  will 
respond  by  seeking  the  reconstruction  of  such 
present  conditions  as  give  rise  to  inefficiency.  The 
time  will  come  when  the  church,  like  the  larger 
community  with  respect  to  secular  education,  will 
feel  a  social  responsibility  for  the  normal"  develop- 
ment of  the  religious  life  of  every  child  in  the 
community  and  will  charge  itself  with  the  spiritual 
failure  of  any  child. 

Not  least  among  the  results  of  the  survey  in 
religious  education,  where  it  is  undertaken  by  the 


76    Religious  Education  in  the  Local  Church 

local  workers,  will  be  the  educational  awakening 
and  the  improvement  of  the  workers  themselves. 
The  stimulation  of  the  scientific  spirit  and  the 
placing  in  their  hands  of  a  scientific  method  will 
perhaps  be  of  more  value  than  the  accuracy  and 
exhaustiveness  of  work  done  by  experts  from 
outside  the  group.  The  author  quite  agrees  with 
Superintendent  Maxwell,  of  the  New  York  City 
schools,  that  the  survey  should  be  considered  a 
part  of  the  regular  function  of  supervision  and  a 
means  for  the  improvement  of  the  teaching  force. 
The  fundamental  problems  to  be  considered  in 
the  religious-education  survey  are  the  relation  of 
the  school  to  the  community,  the  character  and 
resources  of  the  local  church,  the  number  and 
relation  of  the  various  educational  agencies  in  the 
local  church,  educational  aims,  material  equipment, 
general  organization,  supervision,  general  program, 
the  teaching  staff,  the  improvement  and  training  of 
teachers,  the  course  of  study,  standards  and  tests, 
the  classification  and  promotion  of  pupils,  attend- 
ance, elimination,  finances,  statistical  records, 
discipline,  special  subjects  and  activities,  church 
attendance,  the  relation  of  the  Sunday  school  to 
other  community  agencies,  extension  work,  evan- 
gelism, vocational  guidance,  the  popularizing  of 
the  ideals  of  religious  education,  departmental 
organization  and  methods,  and  classroom  instruc- 
tion. 


The  Survey  in  Religious  Education        77 

The  possibiKty  of  the  extension  of  the  survey 
method  in  religious  education  beyond  the  local 
church  is  apparent.  There  is  need  for  the  survey 
of  religious  education  in  communions,  in  com- 
munities in  which  numerous  communions  unite 
in  a  community  program  of  religious  education, 
and  ultimately,  throughout  our  democracy,  in  a 
search  for  the  efficiency  which  modern  society  has 
a  right  to  expect  of  the  school  of  rehgion.  The 
religious  day  school,  the  granting  of  credit  for 
extra-mural  Bible  study  by  the  public  schools,  and 
other  similar  experiments  in  religious  education 
may  well  become  the  subjects  of  special  surveys. 

SUMMARY 

Rehgious  education,  as  a  specialized  form  of 
education,  has  been  differentiated  in  comparatively 
recent  times  from  secular  education.  The  Sunday 
school  arose  to  meet  the  need  for  religious  instruc- 
tion when  the  pubKc  schools  passed  into  the  control 
of  the  state  and  excluded  religious  instruction  from 
the  curriculum.  Religious  education  seeks  to  com- 
plete the  whole  process  of  education  by  securing 
the  adjustment  of  the  child  to  the  spiritual  aspects 
of  his  environment  and  by  transmitting  to  him  the 
rehgious  inheritance  of  the  race.  For  this  part  of 
the  whole  education  of  the  child  the  church  is 
directly  responsible  to  society  and  is  therefore 


78    Religious  Education  in  the  Local  Church 

accountable  for  the  results  it  secures  from  its 
educational  agencies. 

There  is  a  growing  consciousness  of  the  inade- 
quacy of  the  organization  of  the  educational  func- 
tion of  the  church  as  respects  the  correlation  of 
agencies,  the  teaching  conditions,  the  curriculum, 
the  preparation  of  the  teaching  staff,  the  methods 
of  teaching,  and  the  educational  aims  and  policies. 
Fortunately  the  survey  as  a  means  of  ascertaining 
the  existing  situation  and  of  securing  improvement 
has  been  worked  out  in  social  and  educational 
science  and  is  immediately  at  hand  for  the  uses  of 
religious  education.  Its  principles  provide  the 
very  means  by  which  we  may  expect  scientific 
progress  in  religious  education.  Nor  are  its 
applications  limited  to  the  local  church,  for  the 
survey  will  prove  most  useful  when  employed  in 
the  study  of  the  larger  aspects  of  rehgious  education 
and  in  the  study  of  its  special  experiments. 


PART  II 
THE  SCHEDULE 


CHAPTER  VI 
THE  USE  OF  THE  SCHEDULE 

The  schedule  which  follows  is  designed  as  a 
guide  in  making  a  survey  of  the  organization, 
content,  and  procedure  of  rehgious  education  in 
the  local  church. 

The  suggestions  as  to  the  use  of  the  schedule 
which  are  here  offered  have  largely  grown  out  of 
the  use  of  the  schedule  with  groups  of  students  in 
the  author's  seminar.  The  use  of  the  schedule 
will  be  considerably  modified  by  the  character  of 
the  group  making  the  survey,  the  character  of 
the  community  in  which  the  school  is  located, 
whether  urban  or  rural,  and  the  Kbrary  facilities 
available.  The  survey  can  well  be  made  without 
an  elaborate  reference  library,  but  its  most  profit- 
able use  will  be  by  workers  who  have  access  to 
expert  knowledge  in  a  Kterature  that  deals  with 
the  various  topics  touched  upon  in  the  survey. 
It  can  be  used  with  profit  by  local  workers  who 
have  not  had  previous  elaborate  training  or  experi- 
ence, though  groups  of  students  who  have  had  the 
prerequisite  training  will  carry  their  studies  far 
into  the  field  of  statistics  and  measurements. 
Whether,  however,  the  school  being  surveyed  is  a 

8i 


82    Religious  Education  in  the  Local  Church 

large  and  highly  complicated  urban  school  or  a 
small  school  in  the  open  country  with  a  simple 
organization,  the  fundamental  principles  involved 
are  the  same.  Students  making  a  survey  of  the 
small  rural  school  will  adapt  the  schedule  by  look- 
ing for  the  essential  principles  involved  and  will 
not  attempt  to  judge  the  educational  efl&ciency 
of  such  a  school  by  the  elaborate  and  compHcated 
organization  of  the  large  urban  school.  In  certain 
locaHties,  where  there  are  particular  problems,  the 
schedule  will  need  to  be  expanded. 

It  will  generally  be  found  best  to  make  definite 
assignments  from  the  schedule,  preferably  com- 
pleting one  section  before  another  is  undertaken, 
except  in  the  case  of  the  minor  items.  The  various 
items  under  a  particular  subject  may  be  divided 
among  the  members  of  the  group  for  investigation 
and  report. 

In  connection  with  the  assignment  of  the  section 
of  the  schedule  and  the  distribution  of  the  several 
items  under  that  topic  among  the  members  of  the 
group,  assignments  should  be  made  in  the  prelimi- 
nary reading  in  the  literature  of  the  subject.  The 
extent  of  such  readings  will  depend  upon  the 
amount  of  Hterature  available  and  upon  the  time 
at  the  disposal  of  the  group.  The  references  for 
reading  that  are  indicated  in  connection  with  the 
schedules  are  intended  to  be  suggestive  rather  than 
exhaustive  bibliographies  under  the  various  head- 


The  Use  of  the  Schedule  83 

ings.  The  materials  gathered  from  the  readings 
should  be  thoroughly  worked  over  in  class  dis- 
cussion, until  the  outlines  of  the  theory,  the  organi- 
zation, the  method,  and  the  problem  are  clear 
in  the  minds  of  the  students.  Otherwise  the  stu- 
dents will  not  know  what  to  look  for  in  their 
investigations,  nor  will  they  be  able  to  pass  critical 
judgment  upon  what  they  discover.  Effective 
observation  depends  upon  the  setting  up  of  trains 
of  interest  which  will  enable  the  student  to  see 
in  the  midst  of  many  confusing  details  the  essential 
thing  for  which  he  is  looking.  Critical  judgment  is 
impossible  without  standards  previously  set  up  in 
consciousness,  by  which  the  various  aspects  of  the 
situation  observed  may  be  evaluated.  Much  of 
the  success  of  the  survey  depends  upon  the  care  and 
thoroughness  with  which  this  preliminary  reading 
and  discussion  are  carried  on.  By  this  means  the 
expert  knowledge  which  is  essential  to  the  survey 
method  is  made  available. 

After  the  discussion  of  principles  the  materials 
should  be  gathered  by  directed,  speciahzed  observa- 
tion. The  purpose  of  the  schedule  is  to  give  direc- 
tion and  definiteness  to  the  observational  work  of 
the  students.  It  seeks  to  point  out  the  things  for 
which  the  student  should  look.  The  data  of  the 
survey  are  to  be  obtained  from  direct  observation 
of  concrete  facts.  Inexperienced  observers  tend 
to  accept  the  report  of   another,  as  well  as  his 


84    Religious  Education  in  the  Local  Church 

judgment,  upon  a  given  situation.  This  destroys 
the  immediate  and  fundamental  purpose  of  the  sur- 
vey method.  The  leader  of  the  group  should  insist 
that  the  sources  of  information  be  immediate  and 
personal,  and  that  critical  judgment  passed  upon 
situations  be  independent.  Certain  types  of  data, 
such  as  the  reactions  of  pupils  to  the  stimuH  of 
worship,  or  their  reactions  to  moral  situations  in 
life-situations,  are  hard  to  get  at  and  will  require 
the  ingenuity  of  the  student  in  arranging  indirect 
approaches.  It  is  not  sufficient  to  accept  the 
statements  of  pupils  or  teachers  alone  on  such  prob- 
lems. While  personal  statements  may  be  valuable, 
chief  reliance  should  be  placed  upon  the  critical 
study  of  objective  behavior. 

The  results  of  the  observations  should  be  pre- 
sented in  written  form,  indicating  the  time,  place, 
and  conditions  under  which  the  observation  was 
made.  The  several  reports  should  be  presented 
to  the  entire  group,  checked  up  by  the  observations 
of  the  other  members  of  the  group,  and  thoroughly 
worked  over  in  discussion.  By  far  the  greater  part 
of  the  discussion  should  be  devoted  to  the  criticism 
of  the  conditions  that  are  found  to  exist,  in  the 
light  of  the  previous  discussion  of  principles 
gathered  from  reading,  and  to  constructive  sug- 
gestions as  to  what  ought  to  be  done  to  make 
the  school  an  effective  educational  agency  in  the 
conditions  it  must  meet. 


The  Use  of  the  Schedule  85 

As  far  as  possible  exhibit  materials  should  be 
collected  in  connection  with  the  data,  and  graphs 
should  be  presented  that  will  make  the  data  clear, 
easily  grasped,  and  impressive. 

After  the  data  have  been  checked  up  and  worked 
over  in  the  group  of  investigators  the  whole 
material  should  be  edited  by  some  member  of  the 
class.  Different  members  of  the  group  might  well 
edit  separate  sections,  a  single  person  or  a  com- 
mittee being  responsible  for  the  editing  of  the 
entire  report.  The  report  will  doubtless  be  more 
satisfactory  if  the  findings  are  put,  not  in  the 
form  of  answers  to  the  questions  in  the  schedule, 
but  in  the  form  of  a  good  literary  presentation  of 
the  data.  The  presentation  of  the  facts  in  each 
section  should  be  accompanied  by  a  judicious 
criticism  of  existing  conditions  and  by  recom- 
mendations as  to  ways  in  which  existing  conditions 
might  be  improved. 

After  the  report  has  been  carefully  compiled 
it  should  be  presented  in  an  effective  manner  to  the 
church.  The  experience  of  the  Cleveland  Survey 
would  suggest  the  presentation  of  the  report  to  a 
select  group  of  officers  and  leaders  in  the  church, 
or  to  the  entire  church  at  special  meetings  for  the 
purpose;  the  presentation  of  the  report  by  sections, 
so  that  each  problem  or  group  of  problems  might 
have  an  opportunity  to  be  clearly  and  impressively 
presented  and  the  attention  of  the  church  might 


86    Religious  Education  in  the  Local  Church 

be  focused  upon  the  problems  of  religious  educa- 
tion through  a  considerable  period  of  time;  and 
the  presentation  of  the  larger  and  more  funda- 
mental problems  and  ideals  of  religious  education 
to  the  general  public  through  the  press.  The 
exhibit  of  materials,  graphs,  tables,  and  charts 
should  be  freely  used  as  the  most  effective  method 
of  appeaUng  to  the  popular  mind. 

The  following  schedule  has  been  prepared  espe- 
cially for  the  use  of  the  workers  in  the  local  church 
who  will  undertake  without  outside  assistance  the 
survey  of  religious  education  in  their  own  church, 
for  teacher-training  classes,  and  for  college  and 
seminary  students  pursuing  observational  courses 
in  religious  education.  Manifestly,  however,  the 
time  is  near  at  hand  when  the  survey  of  religious 
education  will  be  undertaken  on  a  larger  communal, 
community,  and  national  scale. 

Mature  and  specially  trained  student  groups  in 
colleges  and  seminaries  will  make  use  of  statistical 
methods  wherever  possible,  applying  the  measures 
of  central  tendencies,  variations,  and  correlation, 
and  making  comparisons  wherever  comparative 
data  are  accessible.  Student  groups  will  do  well 
to  familiarize  themselves,  if  they  are  not  already 
acquainted  with  the  technical  statistical  method, 
with  The  Elements  of  Statistical  Method  by  W.  I. 
King,  Elements  of  Statistics  by  A.  L.  Bowley,  or 
The  Theory  of  Mental  and  Social  Measurements 


The  Use  of  the  Schedule  87 

by  E.  L.  Thorndike.  An  excellent  illustration 
of  the  appKcation  of  the  statistical  method  to 
educational  data  will  be  found  in  the  volume 
entitled  Measuring  the  Work  of  the  Public  Schools 
by  Charles  H.  Judd. 


CHAPTER  VII 

A   GENERAL   SCHEDULE   FOR  THE   SURVEY  OF 

RELIGIOUS  EDUCATION  IN  THE  LOCAL 

CHURCH 

I.  The  School  and  the  Community 

1.  What  is  the  character  of  the  community  in 
which  the  school  is  located: 

a)  City? 

b)  Town? 

c)  ViUage? 

d)  Open  country  ? 

e)  Is  the  community  dominantly  industrial, 
commercial,  or  agricultural  ? 

2.  What  is  the  territory  for  which  the  school  may 
be  considered  responsible,  either  separately  or 
in  co-operation  with  other  religious  units? 
Fix  the  boundaries  and  draw  a  map  of  the 
territory. 

3.  What  is  the  population  of  this  territory: 

a)  Total  population  ? 

b)  PubUc-school  population  ? 

4.  Is  the  population  homogeneous  or  hetero- 
geneous with  reference  to: 

a)  Race? 

b)  Native-  and  foreign-born  ? 

c)  Social  classes,  such  as  economic,  social,  etc.  ? 

d)  ReUgious  sects  ? 

5.  What  is  the  moral  and  religious  "tone"  of 
the  community  ? 

88 


A  General  Schedule  for  the  Survey       89 

6.  Make  a  list  of  the  constructive  agencies  in  the 
community. 

7.  Make  a  Ust  of  the  destructive  agencies  in  the 
community. 

8.  Make  a  list  of  the  unmet  needs  of  the  com- 
munity, such  as  a  community  center,  play- 
grounds, juvenile  court,  etc. 

9.  What  are  the  church  and  the  Sunday  school 
doing  to  meet  the  unmet  needs  of  the  com- 
munity ? 

10.  What  are  the  resources  of  the  community: 

a)  Economic? 

b)  Personal? 

11.  If  the  community  is  rural,  to  what  extent  do 
the  young  people  remain  in  the  community  or 
move  to  the  city  ?  What  reasons  are  assigned 
for  the  young  people  not  remaining  in  the 
community?  If  the  community  is  urban,  is 
the  population  relatively  stable  ?  If  not,  what 
are  the  main  causes  of  removal  ? 

12.  Do  the  church  and  the  Sunday  school  co- 
operate with  other  commimity  agencies  in 
community  service  ?     Specify  in  what  ways. 

13.  Do  the  church  and  the  Sunday  school  have  a 
community  consciousness?  Give  evidence 
thereof. 

14.  Has  the  church  or  the  Sunday  school  ever  made 
a  community  survey  ? 

a)  What  items  were  included  in  the  survey  ? 

b)  How  frequently  has  it  been  made  ? 

REFERENCES  FOR  READING 

Addams,  Jane.     The  Spirit  of  Youth  and  the  City  Streets. 
Bailey,  L.  H.,  ef  al.    Report  of  the  Commission  on  Country  Life, 
Betts,  George  H.,  and  Hall,  Otis  E.    Better  Rural  Schools. 


QO    Religious  Education  in  the  Local  Church 

Cope,  H.  F.     Religious  Education  and  the  Church,  chaps,  ii,  xii, 

and  xiii. 
Cubberley,  Ell  wood  P.     Rural  Life  and  Education. 

.     The  Portland  Survey,  chaps,  vi  and  vii. 

Earp,  Edwin  L.     The  Rural  Church  Serving  the  Community. 
Groves,  E.  R.     Using  the  Resources  of  the  Country  Church. 
Hart,  Joseph  K.     Educational  Resources  of  Village  and  Rural 

Commmiity. 
Howe,  Frederick  C.     The  Modern  City  and  Its  Problems. 
Hurlbut,  J.  L.     Organizing  and  Building  Up  the  Sunday  School) 

chap.  XV. 
McKeever,  William  A.     Farm  Boys  and  Girls. 
Ward,  Harry  F.     The  Church  and  Social  Service. 
Wilson,  Warren  H.     The  Evolution  of  the  Country  Community. 

II.  The  Local  Church 

1.  Write  a  brief  history  of  the  church. 

2.  To  what  communion  does  the  church  under 
observation  belong  ? 

3.  Is  ecclesiastical  control  vested  in  the  local 
congregation  or  in  a  central  governing  body? 
Does  the  communion  belong  to  the  episcopal, 
presbyterial,  or  congregational  type  of  organi- 
zation ? 

4.  How  many  members  has  the  local  church? 

5.  How  is  the  membership  distributed  by  age- 
groups: 

a)  Children  under  twelve  years  of  age  ? 

b)  Young  people  between  the  ages  of  twelve 
and  twenty-four  ? 

c)  Adults  between  the  ages  of  twenty-five  and 
sixty  ? 

d)  People  over  sixty  years  of  age  ? 

6.  Is  the  membership  homogeneous  with  refer- 
ence to: 

a)  Race? 

b)  Native-  and  foreign-born  ? 


A  General  Schedule  for  the  Survey      91 

7.  To  what  economic  and  social  class  or  classes 
does  the  membership  of  the  church  belong: 

a)  Wealthy  and  aristocratic  ? 

b)  Middle  class  ? 

c)  The  poor  ? 

8.  What  vocations  are  represented  in  the  church 
membership  ? 

9.  How  is  the  church  membership  distributed  by 
cultural  character: 

a)  Well  educated  ? 

b)  Moderately  educated  ? 

c)  Poorly  educated  ? 

10.  What  is  the  annual  budget  of  the  church, 
including  missions  and  benevolence  ? 

11.  How  is  the  budget  distributed: 

a)  Minister's  salary? 

b)  ReHgious  education  ? 

c)  Music? 

d)  Light  and  fuel  ? 

e)  Janitor's  services  ? 
/)  Clerical  services  ? 

g)  Building  and  repairs  ? 

h)  Interest  on  loans  ? 

i)  Missions  and  benevolence  ? 

j)  Publicity? 

k)  Other  items  ? 

12.  How  is  the  church  located  with  reference  to 
the  community: 

a)  Down  town  ? 

b)  In  a  residential  section  ? 

c)  Suburban? 

d)  Village  or  open  country  ? 

13.  Does  the  church  have  an  awakened  educa- 
tional consciousness  ? 


92    Religious  Education  in  the  Local  Church 

REFERENCES  FOR  READING 

Coe,  G.  A.     A  Social  Theory  of  Religious  Education,  chaps,  viii 
and  xvi. 

III.  The  Correlation  of  Educational  Agencies 

1.  Does  the  church  have  a  consciousness  of  the 
unity  of  its  educational  program  ? 

2.  Make  a  list  of  the  educational  agencies,  in- 
structional and  expressional,  in  the  local 
church: 

a)  For  children  under  twelve  years  of  age. 

b)  For  adolescents  between  twelve  and  twenty- 
four. 

c)  For  adults  of  twenty-five  and  over. 

3.  To  what  extent  do  these  educational  agencies 
overlap: 

a)  As  to  membership  ? 

b)  As  to  function  ? 

c)  In  calls  for  financial  support  ? 

4.  Make  a  Hst  of  desirable  functions  in  the  church 
under  observation  that  are  not  at  present  pro- 
vided for  by  existing  organizations. 

5.  Has  any  effort  been  made  to  correlate  these 
agencies : 

a)  By  fusing  them  into  a  single  organization  ? 

b)  By  delimiting  their  fields  and  by  supple- 
mentation ? 

c)  By  bringing  all  of  them  under  the  direct 
supervision  of  the  educational  committee 
or  other  supervising  agency  ? 

REFERENCES  FOR  READING 

Athearn,  W,  S.     The  Church  School,  chap.  ii. 

Coe,  G.  A.     A  Social  Theory  of  Religious  Education,  chap.  xvi. 

Report  of  the  Commission  of  the  Religious  Education  Association 

on    "Correlation    of    Educational    Agencies    of    the   Local 

Church,"  Religious  Education,  April,  1913. 


A  General  Schedule  for  the  Survey      93 

IV.  Educational  Aims 

1.  Does  the  school  have  a  consciousness  of  a 
definite  function  to  perform: 

a)  In  the  Ufe  of  the  individual  ? 

b)  In  the  life  of  the  church  ? 

c)  In  the  hfe  of  society  ? 

2.  Has  the  school  ever  consciously  defined: 

a)  The  ultimate  aims  for  the  entire  school  ? 

b)  The  proximate  aims  for  each  department 
and  grade?    If  so,  state  them  specifically. 

3.  How  does  the  school  define  its  scope  ? 

a)  Is  it  organized  to  provide  reHgious  educa- 
tion for  children  and  adolescents,  or  for 
all  ages  ? 

b)  Does  its  program  include  both  instructional 
and  expressional  activities  ? 

c)  Does  it  address  itself  to  the  entire  educa- 
tional task  of  the  church,  or  does  it  confine 
itself  to  the  traditional  activities  of  the 
Sunday  school  ? 

4.  Does  the  school  have  a  definite  educational 
poUcy: 

a)  Rimning  through  a  considerable  period  of 
years  ? 

b)  More  immediate  programs  for  short-time 
periods  ? 

REFERENCES  FOR  READING 

Atheam,  Walter  S.     The  Church  School,  chap.  i. 

.     The  Organization   and   Administration   of  the   Church 

School,  ''Functions  and  Relationships." 
Bagley,  W.  C.     The  Educative  Process,  chap.  iii. 
Bolton,  Frederick  E.    Principles  oj  Education,  especially  chap.  i. 


94    Religious  Education  in  the  Local  Church 

Burton,  Ernest  D.,  and  Mathews,  Shailer.  Principles  and 
Ideals  for  the  Sunday  School,  Part  I,  chap.  i. 

Butler,  Nicholas  Murray.     The  Meaning  of  Education. 

Coe,  George  A,     A  Social  Theory  of  Religious  Education,  chap.  v. 

Cope,  Henry  F.  Religious  Education  in  the  Church,  chaps,  iii 
and  iv. 

Cubberley,  Ellwood  P.     Changing  Conceptions  of  Education. 

Dewey,  John.  Democracy  and  Education,  especially  chaps,  viii 
and  ix. 

Emerson,  Mabel  Irene.     The  Evolution  of  the  Educational  Ideal. 

Fergusson,  E.  Morris.  How  to  Run  a  Little  Sunday  School,  chaps, 
iv,  V,  and  vi. 

Hanus,  Paul  H.     Educational  Aims,  Parts  I,  II,  III,  and  IV. 

Henderson,  Ernest  N.  A  Text-Book  on  the  Principles  of  Educa- 
tion. 

Home,  H.  H.     The  Philosophy  of  Education. 

Klapper,  Paul.     Principles  of  Educational  Practice. 

Moore,  Ernest  C.     What  Is  Education,  especially  chap.  i. 

Munroe,  James  P.     The  Educational  Ideal. 

Textbooks  of  the  various  graded  lesson  systems. 

Thorndike,  Edward  L.  Education:  A  First  Book,  chaps,  i,  ii, 
and  iii. 

.    Principles  of  Teaching,  chap.  i. 

V.  Material  Equipment 
I.  The  building: 

a)  Does  the  church  have  an  educational  plant 

apart  from  the  church  auditorium  ? 
h)  If  so,  how  is  it  arranged  with  reference  to 
the  church  auditorium  ? 
(i)  Is  it  an  integral  part  of  the  church  build- 
ing under  the  same  roof  with  the  audi- 
torium? 

(2)  In  that  case,  is  it  located  to  the  rear,  the 
side,  or  the  front  of  the  auditorium? 

(3)  Is  it  separated  from  the  auditoriiun  by 
permanent  walls  or  by  movable  parti- 
tions ? 

(4)  Or  is  it  a  separate  building  ? 


A  General  Schedule  for  the  Survey      95 

c)  What  are  the  dimensions  of  the  educational 
plant,  including  floor  space,  stories,  etc.  ? 

d)  How  many  pupils  will  it  accommodate  under 
good  sanitation  and  teaching  conditions  ?^ 

e)  Does  the  construction  of  the  building   pro- 
vide for  the  segregation  of  the  departments  ? 
(i)  Are  the  partitions  separating  the  depart- 
ments permanent  walls  ? 

(2)  Movable  partitions  ? 

(3)  Curtains? 

/)  Does  each  department  have  provision  for  a 
separate  assembly  for  worship  and  depart- 
mental programs  ? 

g)  Does  each  department    have  provision  for 
separate  classrooms  ? 
(i)  Are    these    adjacent    to    the    assembly 

room? 
(2)  Is  the  assembly  room   divided  by  mov- 
able partitions  ? 

h)  Does  the  building  have  a  gymnasium? 
Describe  its  size,  location,  arrangement,  and 
equipment. 

i)  Does  the  building  provide  faciUties  for  social 
and  recreational  Hfe  ?  Describe  the  arrange- 
ment and  equipment. 

j)  Is  provision  made  for  the  use  of  dramatics 
in  reUgious  education  ?  Describe  the  equip- 
ment. 

k)  What  office  facilities  are  provided  for  the 
director  and  the  secretarial  force? 

/)  What  provision  is  made  for  the  wraps  of  the 
pupils  during  the  session  of  the  school? 
Are  they  permitted  to  He  about  on  the  chairs 
and  tables  of  the  classrooms  ? 

'  The  public  schools  allow  about  fifteen  square  feet  of  floor 
space  for  each  pupil. 


96    Religious  Education  in  the  Local  Church 

m)  Are  the   hallways  ample,  well  located,  and 
well  Hghted  ? 
2.  Sanitation: 

a)  How    much  air  space  is  allowed  for  each 
pupil  ?^ 

b)  What  method  of  ventilation  is  used  ? 
(i)  How  rapidly  is  the  air  changed  P^ 

(2)  Is  vitiated  air  effectively  removed  ? 

(3)  Are  there  drafts  ? 

c)  How  much  window  space  is  allowed  for  the 
floor  area  P^ 

d)  Are  the  windows  placed  in  the  left  and  rear 
walls  of  the  room  P     Are  shadows  avoided  ? 

e)  What  is  the  color  of  the  walls  P     Is  glare 
avoided  P 

/)  Is  the  building  heated  by  hot  air,  steam,  hot 

water,  or  stoves  P 
g)  Is  the  heated  air  humidified  P 
h)  At  what  temperature  is  the  room  kept  ?*     Is 

the  temperature  constant  ? 
i)  Are  the  floors  and  furniture  kept  clean  and 

free  from  dust  P 
j)  Does  the    building  present  a  cheerful  and 

orderly  appearance  P 
k)  Are  the  chairs  in  the  elementary  departments 

of  such  a  height  that  the  children's  feet  may 

rest  upon  the  floor  P 

*  The  public  school  allows  two  hundred  cubic  feet  of  air  space 
for  each  pupil. 

^  There  should  be  thirty  cubic  feet  of  pure  air  every  minute 
per  pupil. 

i  The  window  space  should  be  25  per  cent  of  the  floor  space. 

*  It  should  be  68  degrees. 


A  General  Schedule  for  the  Survey      97 

/)  Are  the  tables  in  the  elementary  departments 
of  such  a  height  that  the  pupils  can  use  them 
when  sitting  in  correct  positions  ? 
m)  Is  the  color  of  the  furniture    harmonious 

with  the  general  color  scheme? 
n)  Are   there  sufficient  toilet  accommodations, 

and  are  they  properly  located  ? 
0)  Are  the  size  of  the  print  and  the  surface  of 
the  paper  used  in  the  textbooks  such  as  to 
reheve  the  eye  of  strain  and  glare  ? 
3.  Equipment: 

a)  Has  each  classroom  suitable  chairs  and  work- 
tables  or  armchairs  for  writing  ? 

b)  Is  each  classroom  provided  with  blackboards, 
well  located  and  well  lighted,  and  within 
easy  reach  of  the  pupils  ? 

c)  Are  there  cabinets,  or  drawers  in  the  work- 
tables,  for  the  materials  used  by  the  class  ? 

d)  Is  there  a  plentiful  supply  of  maps  to  which 
each  class  has  access? 

e)  Is  the  school  adequately  suppHed  with 
models,  pictures,  stereographs,  and  other 
suitable  illustrative  materials  ? 

/)  Is  the  school  well  suppHed  with  drawing  and 

plastic    materials,    notebooks,    sand    tables, 

and  trays  ? 
g)  Has  the  school  a  suitable   reference  hbrary 

for  the  use  of: 

(i)  The  teachers  ? 

(2)  The  pupils  ? 
h)  How  many  volumes  does  the  Hbrary  contain? 

Is  it  being  constantly  renewed  ? 
i)  Does  the  Hbrary  contain  circulating  as  weU  as 

reference  books  ?     What  is  the  character  of 

these  books  ? 


gS    Religious  Education  in  the  Local  Church 

j)  How  is  the  library  brought  to  the  attention 

of  the  school  ? 
k)  What  relation  does  the  school  maintain  with 

the  public  hbrary  ? 

REFERENCES  FOR  READING 

Bancroft,  Jessie  H.    Posture  of  School  Children. 
Brunner,  Edmund  de  S.     The  New  Country  Church  Building. 
Cope,  Henry  F.    Efficiency  in  the  Sunday  School,  chap.  x. 
.     The  Modern  Sunday  School  and  Its  Present-Day  Tash 

chap.  ix. 
Dresslar,  Fletcher  B.    School  Hygiene. 
Dutton,  S.  T.,  and  Snedden,  David.     Administration  of  Public 

Education  in  the  United  States,  chap.  xi. 
Evans,  Herbert  F.     "Architecture"  in  Encyclopedia  of  Sunday 

Schools  and  Religious  Education. 

.     The  Sunday-School  Building  and  Its  Equipment. 

Lawrance,  Marion.    Housing  the  Simday  School. 

.    How  to  Conduct  a  Sunday  School,  chap.  ii. 

Newsholme,  Arthur.     School  Hygiene. 

Rowe,  Stuart  H.     The  Physical  Nature  of  the  Child  and  How  to 

Study  It. 
Shaw,  Edward  R.    School  Hygiene. 
Terman,  Lewis  M.     The  Hygiene  of  the  School  Child. 

VI.  General  Organization 
I.  Supervision: 

a)  Does  the  church   definitely  accept  rehgious 
education  as  one  of  its  specific  functions  to 
be  administered  under  its  direct  supervision  ? 
h)  Is  there  an  educational  committee  ? 
(i)  How  is  it  appointed  ? 

(2)  What  is  its  personnel  ? 

(3)  What  is  the  special  fitness  of  each  mem- 
ber for  service  on  the  committee  from 
the  standpoint  of  educational  training  or 
experience  ? 


A  General  Schedule  for  the  Survey      99 

(4)  What  are  the  duties  of  the  educational 
committee  ? 

(a)  Is  it  responsible  for  aU  the  educa- 
tional organizations  or  only  for  the 
Sunday  school  ? 

(&)  Does  it  determine  the  course  of 
study  ? 

(c)  Does  it  appoint  and  recall  super- 
visors and  teachers  ? 

(d)  Does  it  determine  the  standards 
and  tests  in  the  several  depart- 
ments, or  at  least  approve  them 
before  they  become  effective  ? 

{e)  Does  it  determine  or  approve  the 
educational  policy  of  the  school  ? 

(/)  Does  it  make  regular  reports  to  the 
official  board  or  other  central 
governing  body  of  the  local  church  ? 
What  items  are  included  in  this 
report  ? 

(5)  How  is  the  committee  organized? 

(6)  Does  it  undertake  the  detailed  adminis- 
tration of  the  school,  or  does  it  fix  defi- 
nite responsibiUty  upon  supervisors, 
confining  its  efforts  to  the  larger  educa- 
tional problems  ? 

(7)  If  there  is  no  educational  committee, 
who  is  responsible  for  the  administration 
of  the  school  ? 

(a)  How  is  this  body  or  office  created  ? 
(&)  How  is  this  body  or  person  held  to 
accountabihty  to  the  church? 
c)  Is  there  a  director  of  reUgious  education 
or  a  superintendent  ? 
(i)  Is  he  a  paid  or  a  volunteer  worker  ? 


loo    Religious  Education  in  the  Local  Church 

(2)  What  are  his  personal  and  professional 
quaUfications  for  his  work? 

(a)  What  has  been  his  general  educa- 
tional preparation  ? 

(6)  What  special  training  has  he  had  in 
religious  education  ? 

(c)  What  educational  experience  has  he 
had? 

(3)  What  are  his  duties  ? 

(4)  What  proportion  of  his  time  does  he 
devote  to: 

(a)  Educational  supervision — the  course 
of  study,  supervision,  and  con- 
structive criticism  of  the  work  of 
the  teachers,  the  testing  of  educa- 
tional results,  the  reconstruction  of 
educational  policy,  etc.  ? 

(b)  Administration  of  the  institution, 
managing  meetings,  promotional 
activities,  etc.  ? 

(5)  To  what  extent  does  the  educational 
committee  place  definite  responsibiUty 
upon  the  director  or  superintendent, 
giving  him  large  initiative  ? 

(6)  To  what  extent,  in  turn,  does  the 
director  or  superintendent  fix  definite 
responsibiUty  upon  his  subordinate 
supervisors,  giving  them  at  the  same 
time  large  initiative  ? 

(7)  Is  there  evidence  of  oversupervision  on 
the  part  of  the  educational  committee 
or  the  director  ? 

d)  Give   a   Hst   of   the   departmental   super- 
visors, stating  the  educational  qualifications, 


A  General  Schedule  for  the  Survey     ioi 

special  training,  and  educational  experience 
of  each.  How  far  are  the  departmental 
supervisors  held  responsible  for  the  personal 
supervision  of  the  work  of  the  teachers  in 
their  departments  ? 

e)  Does  the  work  of  the  teachers  show  evidence 
of  originality  and  spontaneity  consistent 
with  the  stimulation  of  constructive  educa- 
tional direction,  or  are  they  lacking  in 
initiative  and  enthusiasm  on  account  of 
negative  criticism  or  repressive  supervision  ? 

/)  Give  a  Hst  of  the  supervisors  of  special 
subjects  and  activities,  such  as  missions, 
temperance,  boys'  work,  girls'  work,  etc., 
and  give  the  personal  and  educational 
quahfications  of  each. 

2.  Give  a  list  of  the  general  administrative  officers 
of  the  school,  with  the  function  and  qualifica- 
tions of  each. 

3.  Departmental  organization: 

a)  Give  an  outhne  of  the  departmental  organi- 
zation of  the  school,  giving: 

(i)  Age  Hmit  of  each  department. 

(2)  Number  of  grades  and  teachers  in  each 
department. 

(3)  The  correspondence  of  these  grades  to 
the  grades  of  the  pubUc  school. 

b)  Give  an  outline  of  the  organization  of  each 
department,  with  supervisor,  secretary, 
treasurer,  directors  of  special  subjects  and 
expressional  work,  etc. 

c)  Does  the  work  of  the  departments  include 
expressional  as  well  as  instructional  activi- 
ties? 


I02    Religious  Education  in  the  Local  Church 

d)  Do  the  departments  show  evidence  of  group 
soUdarity  consistent  with  loyalty  to  the 
organization  of  the  entire  school? 

e)  To  what  extent  do  the  workers  in  the 
departments  show  an  intelligent  understand- 
ing of  the  ideals  and  pohcies  of  the  educa- 
tional committee  and  the  director?  Do 
they  work  blindly  and  narrowly  without 
reference  to  the  aims  and  purposes  of  the 
entire  school  ? 

4.  Class  organization: 

a)  At  what  age  and  above  are  the  classes 
organized  ? 

b)  Giv-e  an  outHne  of  the  organization  of  the 
classes  by  departments. 

5.  Make  an  outline,  using  a  graph,  of  the  adminis- 
trative and  educational  organization  of  the 
entire  school. 

REFERENCES  FOR  READING 

Alexander,  John.     "Organized  Class  of  the  Secondary  Division," 

in  Encyclopedia  of  Sunday  Schools  and  Religious  Education. 
Athearn,  Walter  S.     A  Community  System  of  Religious  Education. 

Maiden  Leaflets,  No.  3. 

.     The  Church  School,  chap.  iii. 

.     The  Organization   and   Administration   of  the   Church 

School,    chaps,    on    "Administrative    Organization"    and 

"Organization  for  Instruction,  Worship,  and  Service." 
Barclay,  W.  C.     "Organized  Adult  Classes,"  in  Encyclopedia  of 

Sunday  Schools  and  Religious  Education. 
.     "Organized    Class    Movement,"   in    Encyclopedia    of 

Sunday  Schools  and  Religious  Education. 
Burton,  Ernest  D.,  and  Mathews,  Shailer.     Principles  and  Ideals 

for  the  Sunday  School,  Part  II,  chap.  iv. 
Cope,  Henry  F.    Efficiency  in  the  Sunday  School,  chaps,  v,  vi, 

and  xii. 


A  General  Schedule  for  the  Survey     103 

Cope,  Henry  F.    Religious  Education  in  the  Church,  chaps,  xx 

and  xxi. 
.     "Sunday-School    Organization,"   in    Encyclopedia    of 

Sunday  Schools  and  Religious  Education. 

The  Modern  Sunday  School  and  Its  Present-Day  Task, 


chaps,  iv,  V,  vi,  and  vii. 
Cubberley,  Ellwood  P.    Public  School  Administration. 
Dutton,  S.  T.,  and  Snedden,  David.    Administration  of  Public 

Education  in  the  United  States. 
Hurlbut,  J.  L.    Organizing  and  Building  Up  the  Sunday  School, 

chaps,  ii,  iv,  v,  vi,  vii,  viii,  ix,  and  x. 
Lawrance,  Marion.    How  to  Conduct  a  Sunday  School,  chaps,  ii 

and  iii. 
Meyer,  H.   H.     The  Graded  Sunday  School  in  Principle  and 

Practice,  chaps,  xvii  and  xviii. 

VII.  General  Program 

I.  The  sessions  of  the  school: 

a)  When  is  the  Sunday  session  of  the  school 

held? 
h)  How  long  is  the  Sunday  session  ? 

c)  How  is  the  Sunday  session  organized  ? 

(i)  Is  there  a  period  for  training  in  worship  ? 

(2)  Is  there  a  period  of  directed  study? 

(3)  Is  there  a  period  of  recitation  ? 

(4)  Is  there  a  period  of  expressional  activ- 
ity? 

(5)  Is  the  church  service  considered  a  part 
of  the  program  of  the  pupil's  day  ? 

(6)  Are  there  recesses  ?    How  are  they  dis- 
tributed ? 

(7)  Indicate  the  time  devoted  to  each  of 
the  items  1-6. 

d)  Are  week-day  sessions  held? 
(i)  State  time. 

(2)  Length  of  week-day  sessions. 


I04    Religious  Education  in  the  Local  Church 

(3)  Are  week-day  sessions  devoted  to  in- 
structional  or    expressional   activities, 
or  both  ?     Give  an  outline  of  the  activi- 
ties. 
e)  Are  the  week-day  sessions  under  the  same 

supervision  as  the  Sunday  sessions  ? 
/)  Is  the  course  of  study  in  the  week-day  ses- 
sions continuous  with  the  course  of  study  in 
the  Sunday  sessions  ? 
2.  The  period  of  worship: 

a)  Does  the  entire  school  above  the  primary 
department  meet  for  common  worship,  or 
do  the  departments  meet  separately  for 
worship  ? 

b)  Is  there  a  definite  and  conscious  effort  at 
training  in  worship  ? 

(i)  Is  the  worship  program  informal  or 
ritualistic  ?     Give  a  sample. 

(2)  Are   the  programs   carefully  prepared 
over  a  considerable  period  of  time  ? 
(a)  Do  they  follow  the  church  year  ? 
{b)  Are  they  seasonal  ? 

(c)  Are  they  topical  ? 
{d)  Or  do  they  combine  one  or  more  of 
these  plans  ? 

(3)  Name  the  items  that  enter  into  the 
worship  program,  giving  the  relative 
time  devoted  to  each  and  your  critical 
estimate  of  its  value  as  worship  mate- 
rial. 

(4)  What  principle  governs  the  selection  of 
the  hymns  ? 

(a)  Are  they  suitable  in  subject-matter 
form,  and  tune  to  the  age  and 
experience  of  the  pupils  ? 


A  General  Schedule  for  the  Survey     105 

(b)  What  are  the  types  of  themes  with 
which  they  deal  ? 

(c)  Are  they  such  as  should  be  part  of 
the  pupil's  religious  experience? 

(d)  Are  the  hymns  presented  in  such 
a  way  as  to  secure  appreciation 
rather  than  mechanical  singing? 

(e)  Does  the  singing  of  the  hymns 
secure  a  response  of  worship  on 
the  part  of  the  pupils  ?  Give  evi- 
dence. 

(5)  What    principles    govern    the    use    of 
prayer  ? 

(a)  Are  the  prayers  spontaneous  or 
written  ? 

(b)  Who  is  the  leader  of  prayer  ?  Has 
he  given  the  prayer  previous 
thought  ? 

(c)  Is  the  subject-matter  within  the 
experience  of  the  pupils  ? 

(d)  Are  the  prayers  theological,  or  do 
they  center  in  Hfe-interests  ? 

(e)  Are  they  conventionally  pious  or  are 
they  vital  ? 

(/)  Do  the  pupils  follow  the  prayers  in 
thought  and  with  inner  participa- 
tion ?     Give  evidence. 

(g)  Are  collects  used  in  which  the  pupils 
join? 

(h)  Do  the  prayers  produce  a  worship- 
ful spirit  in  the  pupils?  Give 
evidence. 

(i)  What  type  of  prayer  is  most  effec- 
tive for  this  end  ? 


io6    Religious  Education  in  the  Local  Church 

(6)  What  use  is  made  of  the  Scriptures  in 
the  worship  period  ? 

(a)  Is  the  passage  of  Scripture  read  by- 
one  person  or  by  the  entire  school  ? 

(b)  Upon  what  basis  are  the  passages 
of  Scripture  selected  ? 

(c)  Are  the  passages  selected  appropri- 
ate to  the  experience  and  needs  of 
the  pupils  ? 

(d)  Is  the  Bible  itself  used  in  the  Scrip- 
ture readings,  or  are  printed  sec- 
tions used  ? 

(e)  Which  secures  the  better  response 
from  the  pupils — the  individual  or 
the  collective  reading  of  the  Scrip- 
tures ? 

(/)  Are  passages  of  Scripture  recited 
from  memory  ? 

(g)  Does  the  reading  of  the  Scriptures 
produce  a  response  of  worship  in  the 
pupil  ?    Give  evidence. 

(7)  Is  there  an  address  during  the  worship 
program  ?    If  so,  what  is  its  character  ? 

(8)  Are  announcements  made  at  the  worship 
period  ?  If  so,  what  is  your  judgment 
of  their  worth  or  appropriateness  ? 

(9)  Is  the  worship  program  a  unity  through- 
out? 

(10)  Is  there  a  decidedly  worshipful  atmos- 
phere throughout  this  part  of  the 
program  ? 

(11)  Is  this  part  of  the  program  well  attended 
and  iminterrupted  by  late  comers? 

(12)  Are  the  pupils  interested  in  this  part 
of  the  program,  and  do  they  enter  into 
it  heartily  ? 


A  General  Schedule  for  the  Survey     107 

(13)  Do  the  pupils  show  evidence  that  the 
recurrent  features  of  the  program  have 
become  famiKar,  as  by  promptness  in 
execution,  orderliness,  etc.  ? 

(14)  Is  the  business  of  the  school,  taking  of 
records,  distribution  of  books,  etc.,  so 
arranged  as  not  to  disturb  the  period  of 
worship  ? 

3.  Is  a  part  of  the  session  devoted  to  the  direction 
of  the  pupil's  study  ? 

a)  Are  the  pupils  expected  to  do  home  study 
from  assignments  made  at  the  previous 
class  session  ? 

(i)  Are   the   assignments   carefully   made 

with  this  in  view  ? 
(2)  Does  the  teacher  devote  a  period  after 

the  recitation  of  the  previous  lesson  to 

giving  directions  as  to  the  preparation 

of  the  assigned  lesson  ? 

b)  Or  is  a  period  set  apart  for  directed  study  of 
the  new  lesson  in  the  classroom  under  the 
supervision  of  the  teacher?  If  so,  how 
much  time  is  devoted  to  this  period  ? 

4.  How  long  is  the  period  of  the  recitation  ? 

5.  Is  the  recitation  followed  by  a  period  in  which 
opportunity  is  afforded  for  expression?  How 
much  time  is  devoted  to  this  period  ? 

6.  Does  the  school  have  special  programs,  either 
as  an  entire  group  or  by  departments  ? 

REFERENCES  FOR  READING 

Athearn,  Walter  S.  The  Organization  and  Administration  oj  the 
Church  School,  "The  Program  of  the  Church  School." 

Bradner,  Lester.  "Children's  Worship,"  in  Encyclopedia  of 
Sunday  Schools  and  Religious  Education. 


io8    Religious  Education  in  the  Local  Church 

Burton,  Ernest  D.,  and  Mathews,  Shailer.    Principles  and  Ideals 

for  the  Sunday  School,  Part  II,  chap.  vii. 
Cope,  Henry  F.     Efficiency  in  the  Sunday  School,  chaps,  xiii  and 

xvii. 

.     Religious  Education  in  the  Church,  chaps,  v  and  vi. 

.     The  Modern  Sunday  School  and  Its  Present-Day  Task, 

chaps,  X,  xi,  xii,  and  xiii. 
Hartshorne,  Hugh.     Manual  for  Training  in  Worship. 

.     The  Book  of  Worship  of  the  Church  School. 

.     Worship  in  the  Sunday  School. 

.     "Worship  in  the  Sunday  School,"  in  Encyclopedia  of 

Sunday  Schools  and  Religious  Education. 
Henke,  Frederick  G.     A  Study  in  the  Psychology  of  Ritualism. 
McMurry,  F.  M.     How  to  Study  and  Teaching  How  to  Study. 
Mutch,  W.  J.     "  Religious  Day  School,"  in  Encyclopedia  of  Sunday 

Schools  and  Religious  Education. 

VIII.  The  Teaching  Staff 

1.  The  personnel  of  the  teaching  body: 

a)  How  does  the  personnel  of  the  teaching 

body   compare    with    that    of    the    public 

schools  ? 
h)  On   the  basis  of  personality   classify  the 

teaching  body  under  the  heads  of  excellent , 

good,  fair,  and  poor. 

2.  How  is  the  teaching  body  distributed  with 
reference  to  sex  ? 

a)  How  many  of  the  supervisors  are: 

(i)  Male? 

(2)  Female? 
h)  How  many  of  the  teachers  are: 

(i)  Male? 

(2)  Female? 

3.  General  preparation: 

a)  How  many  are  graduates  of  the  common 
schools  ? 


A  General  Schedule  for  the  Survey     109 

b)  How    many    are    graduates    of    the   high 
school  ? 

c)  How  many  are  college  graduates  ? 

d)  How  many  have  had  some  university  experi- 
ence? 

e)  How  many  have  been  professional  teachers  ? 

4.  Special  preparation  in  reHgious  education: 

a)  How  many  are  graduates  of  teacher-training 
classes  ? 

b)  How  many  have  had  training  in  city  or 
community  institutes  ? 

c)  How  many  have  completed  the  courses  in 
schools  of  method  ? 

d)  How  many  have  taken  courses  in  college 
departments  of  religious  education? 

e)  How  many  have  taken  correspondence 
courses  in  reUgious  education  ? 

/)  Specify  in  each  case  the  time  spent  and  the 
character  of  the  courses  pursued. 

g)  How  many  of  the  teachers  have  specialized 
in  the  departments  in  which  they  are  teach- 
ing during  their  special  training  ? 

5.  What  is  the  source  of  supply  from  which  the 
teaching  body  is  derived  ? 

6.  Method  of  appointment: 

a)  Are  the  teachers  appointed  by  the  educa- 
tional committee  and  are  they  directly 
accountable  to  it  ? 

b)  Upon  whose  recommendation  are  they  ap- 
pointed: 

(i)  The  director  or  superintendent  ? 

(2)  The  supervisors  of  the  departments, 

subject  to  the  approval  of  the  director  or 

superintendent  ? 


no    Religious  Education  in  the  Local  Church 

c)  What  standards  of  qualification  does  the 
committee  require  of  teachers  as  a  basis  of 
appointment  to  service  ? 

d)  For  what  period  are  teachers  appointed  ? 

e)  Is  a  teacher  appointed  to  the  grade  or  to  the 
class  ? 

7.  Does  the  educational  committee  reserve  the 
right  to  recall  teachers  who  prove  to  be  ineffi- 
cient ?  Has  this  recall  been  exercised  ?  With 
what  results  ? 

8.  What  is  the  average  length  of  service  of  the 
teaching  body  ?  Give  the  shortest  period  and 
the  longest  period  to  indicate  distribution  of 
time. 

a)  Compare  length  of  service  among  the 
males  with  length  of  service  among  the 
females  of  the  teaching  staff. 

b)  Compare  the  average  length  of  service  and 
distribution  of  time  with  the  length  of 
service  for  each  sex  in  the  local  public 
schools. 

9.  How  many  of  the  teaching  staff  appear  to  you 
to  be  aUve  professionally,  teaching  up  to  their 
abiUty,  and  growing?  How  many  appear  to 
you  to  be  dead  professionally,  teaching  below 
their  abihty,  and  declining  in  teaching  power  ? 

10.  Are  any  of  the  teachers  paid  ?    If  so,  what  is 
the  special  reason  ? 

REFERENCES  FOR  READING 

Brumbaugh,  M.  L.     The  Making  of  a  Teacher,  chaps,  xvii  and 

xviii. 
Burton,  Ernest  D.,  and  Mathews,  Shailer.    Principles  and  Ideals 

for  the  Sunday  School,  Part  I,  chaps,  ii  and  iii. 
Cubberley,  Ellwood  P.     The  Portland  Survey,  chap.  iv. 


A  General  Schedule  for  the  Survey     hi 

Dutton,  S.  T.,  and  Snedden,  David.  Administration  of  Public 
Education  in  the  United  States,  chap.  xv. 

Gates,  Herbert  W.  "Sunday-School  Teacher,"  in  Encyclopedia 
of  Sunday  Schools  and  Religious  Education. 

Hurlbut,  J,  L.  Organizing  and  Building  Up  the  Sunday  School^ 
chaps,  xiii  and  xiv. 

Lawrance,  Marion.    How  to  Conduct  a  Sunday  School,  chap.  viii. 

Mackenzie,  W.  D.  "Personality  and  Character  of  the  Sunday- 
School  Teacher,"  in  Encyclopedia  of  Sunday  Schools  and 
Religious  Education. 

Mead,  G.  W.  Modern  Methods  in  Sunday-School  Work,  chaps. 
XX  and  xxii. 

Meyer,  H.  H.  The  Graded  Sunday  School  in  Principle  and  Prac- 
tice, chap.  ii. 

Perry,  Arthur  C,  Jr.     The  Status  of  the  Teacher. 

IX.  The  Improvement  of  Teachers 
I.  The  supervision  of  teaching: 

a)  Does  the  supervisory  staff  spend  a  con- 
siderable portion  of  time  in  the  systematic 
visitation  of  the  classrooms  and  the  observa- 
tion, analysis,  and  constructive  criticism  of 
the  work  of  the  teacher?  Are  these  visits 
followed  up  by  friendly  conferences  with 
the  teachers  concerning  the  strong  and  weak 
points  in  their  teaching  method  and  the 
organization  of  their  subject-matter? 

b)  Does  the  supervisory  staff  place  in  the  hands 
of  the  teachers  a  carefully  prepared  schedule 
for  the  self-criticism  of  the  teachers  ?^ 

c)  Does  the  supervision  of  teaching  lead  to  the 
stimulation  of  the  teachers  and  to  a  desire 
for  improvement,  or  does  it  depress  them  ? 

d)  Does  the  supervision  of  the  teaching  lead  to 
a  spirit  of  self-criticism  ? 

^  An  excellent  schedule  for  self-criticism  of  teachers  will  be 
found  on  pp.  400  and  401  of  The  Modern  High  School,  by  C.  H. 
Johnson  et  al. 


112    Religious  Education  in  the  Local  Church 

2.  Teachers'  meetings: 

a)  How  frequently  are  these  meetings  held  ? 

b)  What  sort  of  topics  are  discussed  at  these 
conferences?  Do  they  have  to  do  with 
the  mechanics  of  administration  or  with 
great  educational  problems  ? 

c)  Are  they  stimulating  to  the  teachers  pro- 
fessionally ? 

3.  Reading  courses: 

a)  Do  the  teachers  pursue  a  reading  course 
each  year  ? 

b)  How  is  it  organized  and  conducted  ? 

c)  What  types  of  books  are  read? 

4.  Teacher-training  agencies: 

a)  Is  a  special  teacher-training  course  pro- 
vided in  the  local  school  for  teachers  in 
service  ? 

b)  Are  the  teachers  encouraged  to  attend  city 
or  community  institutes,  schools  of  methods, 
conventions,  or  courses  in  college  depart- 
ments of  reUgious  education  ? 

c)  What  recognition  is  given  to  teachers  who 
avail  themselves  of  these  educational  oppor- 
tunities ? 

5.  Are  the  teachers  encouraged  to  specialize  in 

their  departments  in  psychology,  course  of 
study,  and  method  ? 

6.  Observational  work: 

a)  Does  the  supervisor  give  demonstration 
lessons  ? 

b)  Are  the  ablest  teachers  used  for  demonstra- 
tion teaching  ? 

c)  Are  the  teachers  given  opportunity  to  visit 
and  observe  the  work  of  excellent  teachers 
in  other  schools  ? 


A  General  Schedule  for  the  Survey     113 

d)  Is  the  teacher  herself  given  opportunity  to 
conduct  a  class  under  the  friendly  criticism 
of  her  colleagues  ? 

7.  Is  there  a  continuous  exhibit  of  the  excellent 
work  of  the  pupils  as  a  means  for  the  stimula- 
tion of  the  mediocre  or  poor  teachers  ?  Does 
the  exhibit  include  materials,  lesson  plans,  and 
constructive  work  ? 

8.  Does  the  school  maintain  some  bit  of  experi- 
mental work  as  a  stimulus  to  a  scientific  pro- 
fessional spirit  ? 

REFERENCES  FOR  READING 

Bagley,  W.  C.     Classroom  Management,  Appendix  A. 

Dutton,  S.  T.,  and  Snedden,  David.     Administration  of  Public 

Education  in  the  United  States,  chap.  xvi. 
Johnson,  C.  H.,  et  al.     The  Modern  High  School,  chap.  xv. 
Miller,  J.  R.     The  Devotional  Life  of  the  Sunday-School  Teacher. 
Parker,  S.  C.    Methods  of  Teaching  in  High  Schools,  chaps,  xxi 

and  xxiii. 
See  also  references  under  the  next  topic. 

X.  The  Training  of  Prospective  Teachers 

1.  From  what  source  are  the  prospective  teachers 
derived  ? 

2.  At  what  age  do  they  enter  upon  the  teacher- 
training  course  ? 

3.  Course  of  study: 

a)  Give  an  outhne  of  the  content  and  organiza- 
tion of  the  teacher-training  course  by  years. 

h)  What  textbooks  are  used  ? 

c)  Is  the  teacher-training  course  an  integral 
part  of  the  course  of  study  for  the  entire 
school,  being  chosen  as  an  elective  in  one 
of  the  departments  ?  Or  is  it  supplemental 
to  the  regular  course  of  study? 


114    Religious  Education  in  the  Local  Church 

d)  What  opportunity  does  it  offer  for  speciali- 
zation in  the  department  in  which  the 
teacher  will  teach  ? 

e)  What  opportunities  does  it  offer  for  observa- 
tion and  practice  teaching  ? 

4.  What  are  the  personal,  educational,  and  experi- 
ential quahfications  of  the  teachers  in  the 
teacher-training  courses  ? 

5.  What  is  the  standard  of  the  teacher-training 
course  with  regard  to: 

a)  Entrance  requirements  ? 

b)  Methods  of  work  in  the  class  ? 

c)  Relation  of  theory  and  practice  ? 

d)  Home  study  ? 

e)  Examination? 

6.  Are  prospective  teachers  interrupted  in  their 
training  by  being  called  upon  to  do  substitute 
teaching  ? 

7.  What  agencies  outside  of  the  school  are  made 
use  of  for  teacher  training  ? 

a)  Community  institutes  ? 

b)  Schools  of  methods  ? 

c)  Departments  of  religious  education  in  col- 
leges and  seminaries  ? 

d)  Correspondence  courses  ? 

8.  How  many  are  enrolled  in  the  teacher-training 
courses  ?  Is  this  number  suflScient  to  replenish 
the  present  teaching  force  ? 

REFERENCES  FOR  READING 

Athearn,  Walter  S.     City  Institute  for  Religious  Teachers. 

.     The  Church  School,  chap.  xii. 

.     The  Organization   and   Admi^iistration   of  the   Church 

School,  "Training  the  Workers." 


A  General  Schedule  for  the  Survey     115 

Cope,  Henry  F,     The  Evolution  of  the  Sunday  School,  chap.  xii. 

.     Religious  Education  in  the  Church,  chap,  xiv, 

.     The  Modern  Sunday  School  and  Its  Present-Day  Task, 

chap,  xviii. 
Home,  H.  H.     The  Teacher  as  Artist. 
Hyde,  William  DeWitt.     The  Teacher's  Philosophy  In  and  Out 

of  School. 
McElfresh,  Franklin.     The  Training  of  Sunday-School  Teachers 

and  Officers. 
Miller,  J.  R.     The  Devotional  Life  of  the  Stmday-School  Teacher. 
Palmer,  George  H.     The  Ideal  Teacher. 
Sixth  and  Seventh  Annual  Reports  of  the  Sunday  School  Council  of 

Evangelical  Deno^ninations.     Reports  of  the  Teacher  Training 

Committee  for  the  new  120-hour  teacher-training  course. 
Terman,    Lewis   W.     The    Teacher's   Health.    A    Study  in   the 

Hygiene  of  an  Occupation. 
Textbooks  of  the  new  120-hour  teacher-training  course  as  far 

as  they  are  issued. 

XI.  The  Course  of  Study 

1.  Is  the  course  of  study  consciously  built  upon 
sound  psychological  and  educational  principles  ? 

a)  Is  it  organized  to  suit  the  age  of  the  pupils  ? 

b)  Is  it  selected  and  organized  to  meet  the 
needs  of  the  pupil's  native  interests  and 
capacities  ? 

c)  Does  it  take  account  of  his  past  experience  ? 

d)  Does  it  make  allowance  for  individual 
differences  ? 

e)  Does  the  course  of  study  present  a  progres- 
sive unity  throughout  ? 

/)  Is  it  correlated  with  the  other  experiences 
of  the  child  in  the  home,  the  school,  and 
the  larger  community  ? 

2.  General  and  specific  aims: 

a)  Is  the  entire  course  of  study  constructed 
with  reference  to  a  general  ultimate  aim? 
What  is  it  ? 


ii6    Religious  Education  in  the  Local  Church 

b)  Is  the  course  of  study  in  each  department 
and  each  grade  within  the  department 
constructed  with  reference  to  a  definite  and 
immediate  aim?  State  the  aims  for  each 
department  and  grade. 

c)  Is  there  a  progressive  unity  throughout 
these  immediate  aims  so  that  they  con- 
tribute to  the  larger  ultimate  aim,  each 
in  its  place,  without  interference  or  omis- 
sion? 

3.  Content: 

a)  Is  the  content  wholly  biblical  ? 

b)  Or  is  there  enough  of  natural,  historical, 
and  Uterary  material  to  create  in  the  pupil's 
mind  the  impression  of  continuity  between 
his  religious  attitudes  and  the  rest  of  his 
experience,  that  is,  to  secure  a  religious 
attitude  throughout  his  whole  experi- 
ence? 

c)  Is  the  content  of  the  course  of  study  in  each 
department  and  grade  of  such  a  character  as 
to  accomplish  the  aims  outlined  for  the 
course  ? 

d)  Is  an  attempt  made  to  cover  the  entire 
Bible  or  representative  portions  of  it  ? 

e)  Is  there  instruction  in  the  element  of  worship 
in  each  department  or  grade  ? 

4.  Prescribed  and  elective  courses: 

a)  Is  the  entire  course  prescribed,  or  is  a  por- 
tion of  the  course  elective  ? 

b)  If  the  elective  principle  is  used,  at  what 
age  and  at  what  point  in  the  content  of  the 
course  of  study  is  the  election  of  courses 
introduced  ? 


A  General  Schedule  for  the  Survey     117 

5.  Spiritual  crises: 

a)  Does  the  course  of  study  present  appropriate 
stimuli  for  the  crises  that  arise  from  the 
pupil  assuming  a  personal  attitude  toward 
rehgion,  especially  during  adolescence  ? 

b)  At  what  ages  are  these  materials  intro- 
duced ? 

c)  What  is  the  nature  of  these  materials  ? 

6.  Vocational  guidance : 

a)  Does  the  course  of  study  provide  materials 
appropriate  to  guiding  the  pupil  in  making 
a  rehgious  choice  of  his  Hfe  work  ? 

b)  At  what  ages  are  these  materials  intro- 
duced ? 

c)  What  is  the  nature  of  these  materials  ? 

7.  Expressional  activities: 

a)  Does  the  course  of  study  provide  ample 
opportunities  for  the  expression  of  the 
impressions  received  from  the  materials  of 
instruction  ? 

b)  What  types  of  expressional  activity  are  pro- 
vided for,  such  as  manual,  play,  dramatic, 
emotional,  social,  altruistic,  etc.  ? 

c)  Are  these  modes  of  expression  graded  to  suit 
the  interests  and  capacities  of  the  pupils  ? 

8.  The  transmission  and  the  project  methods: 

a)  Is  the  course  of  study  organized  in  logical 
form  for  the  purpose  of  being  transmitted 
by  a  telling  process,  or  is  it  organized  on  the 
basis  of  a  "project"  carried  on  by  the  pupil 
in  which  information  is  secured  to  meet 
present  needs  in  meeting  problems  ? 

b)  To  the  extent  that  either  or  both  of  these 
methods  of  organization  are  used,  which 
vitalizes  the  materials  of  instruction  more  ? 


ii8    Religious  Education  in  the  Local  Church 

9.  Is  week-day  instruction  offered  ? 

a)  If  so,  is  the  week-day  course  continuous 
with  the  Sunday  course  of  study,  both  being 
integral  parts  of  a  whole,  or  is  it  supple- 
mentary ? 

b)  Are  the  same  pupils  present  on  week  days 
that  are  present  on  Sundays  ? 

10.  Are  courses  offered  for  which  credit  is  given  in 
the  elementary  or  secondary  pubUc  schools? 
If  so,  give  the  courses  and  the  textbooks  used. 

11.  Give  a  brief  outline  of  the  entire  course  of 
study. 

REFERENCES  FOR  READING 

Athearn,  Walter  S.     The  Church  School. 

Bower,  W.  C.  "The  Reconstruction  of  the  Curriculum," 
Religious  Education,  June,  191 7. 

Brown,  A.  A.  "Week-Day  Schools  of  Gary,"  Religious  Educa- 
tion, February,  19 16, 

Burton,  Ernest  D.,  and  Mathews,  Shailer.  Principles  and  Ideals 
for  the  Sunday  School,  Part  II,  chaps,  i  and  ii. 

Coe,  George  A.  A  Social  Theory  of  Religious  Education,  chaps. 
ix  and  xiv. 

.     Education  in  Religion  and  Morals,  chap.  xvii. 

Cope,  Henry  F.     The  Evolution  of  the  Sunday  School,  chap.  ix. 

Dewey,  John.    Interest  and  Efort. 

.     The  Child  and  the  Curriculum. 

.     The  School  and  Society. 

Dewey,  John  and  Evelyn.    Schools  of  Tomorrow. 

Haslett,  S.  B.  Pedagogical  Bible  School,  throughout,  but  espe- 
cially Part  III. 

Littlefield,  M.  S.     Handwork  in  the  Sunday  School. 

Myers,  A.  J.  W.  "A  Critical  Review  of  Current  Lesson 
Material,"  Religious  Education,  August,  1917. 

Pearson,  Francis  B.     The  Vitalized  School. 

Pease,  G.  W.    An  Outline  of  a  Bible-School  Curriculum. 


A  General  Schedule  for  the  Survey     119 

Squires,  V.  P.     "State  School  Credits  for  Religious  Instruction," 

Religious  Education,  December,  1916. 
Textbooks  of  the  various  graded  series. 
Wardle,  Addie  Grace.    Handwork  in  Religious  Education. 
* 'Week-Day   Religious   Instruction   and   the   Public    Schools," 

Religious  Education,  February,  1914. 

XII.  Standards  and  Tests 

1.  Do  the  supervisors  and  teachers  have  a  scien- 
tific attitude  toward  their  work  in  that  they 
seek  to  test  their  materials  and  methods  by 
the  measurement  of  objective  results  ? 

2.  Have  scales  been  worked  out  for  the  responses 
of  knowledge,  religious  attitudes,  moral  con- 
duct, appreciation,  and  altruistic  impulses? 
If  so,  give  the  scales. 

3.  What  is  the  effect  of  the  use  of  these  standards 
upon  the  policy  of  the  school,  the  teachers,  and 
the  pupils  ? 

4.  Does  the  school  conduct  examinations  at  the 
conclusion  of  the  courses  of  study  ? 

REFERENCES  FOR  READING 

Ayres,  Leonard  P.    A  Measuring  Scale  for  Ability  in  Spelling. 

Division  of  Education,  Russell  Sage  Foundation. 
.    A  Scale  for  Measuring  the  Quality  of  the  Handwriting  of 

School    Children.     Division    of    Education,    Russell    Sage 

Foundation. 
Courtis,  Stuart  S.    Report  of  the  School  Inquiry  Committee  of  New 

York  City,  "Test  for  Arithmetic." 
Galloway,  T.  W.     "Tests  in  Efficiency  in  Moral  and  Religious 

Education,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 
Judd,  Charles  H.    Measuring  the  Work  of  the  Public  Schools. 
Pinter,  Rudolph,  and  Patterson,  Donald  G.    A  Scale  of  Per- 
formance Tests. 


120    Religious  Education  in  the  Local  Church 

Pyle,   William   H.     The  Examination   of  School   Children.    A 

Manual  of  Directions  and  Norms. 
Starch,  Daniel.    Educational  Measurements. 
Thorndike,  E.  L.    Education,  pp.  212-28. 
.     "Measurement  in  Drawing,"  Teachers^  College  Record, 

XIV,  No.  5. 

.    Principles  of  Teaching,  chap,  xvi. 

.     "The  Measurement  of  Ability  in  Reading,"  Teachers^ 

College  Record,  XV,  No.  4. 
Terman,    Lewis    M.     The    Measurement    of  Intelligence.     Test 

material  for  use  with  The  Measurement  of  Intelligence  may 

be  had  from  Houghton  Mifflin  Co. 

XIII.  The  Classification  and  Promotion  of  Pupils 

1.  Does  the  school  have  a  classification  secretary  ? 

2.  Are  the  pupils  placed  in  the  department  and 
grade  by  the  classification  secretary  or  assigned 
to  the  department,  the  definite  placing  being 
left  to  the  departmental  superintendent  ? 

3.  Are  the  pupils  classified  on  the  basis  of  age, 
school  grade,  or  intellectual  and  spiritual  devel- 
opment ? 

4.  Are  the  pupils  below  the  adult  department  pro- 
moted each  year  ?  Cite  typical  exceptions  and 
reasons  therefor. 

5.  Are  the  pupils  promoted  whether  they  have 
done  the  work  satisfactorily  or  not,  recognition 
being  given  for  work  satisfactorily  done  ? 

6.  Are  examinations  used  in  determining  whether 
the  work  has  been  done  satisfactorily  ?  What 
other  measures  are  used? 

7.  If  recognition  is  given  for  satisfactory  work, 
what  is  the  nature  of  the  recognition  ? 

a)  Certification? 

h)  Formal  promotion  in  the  grades  and  gradua- 
tion from  the  departments  ? 

c)  Are  material  rewards  ever  offered?  What 
is  their  educational  effect  ? 


A  General  Schedule  for  the  Survey     121 

8.  If  pupils  fail  of  promotion  on  account  of  faulty 
work,  what  is  the  effect  upon  the  pupil  ? 

a)  Better  work  on  the  repeated  course  ? 

b)  Loss  of  interest  ? 

c)  Dropping  out  ? 

9.  How  frequently  are  promotions  possible?  Is 
the  period  of  promotion  sufficiently  brief  to 
allow  for  the  more  rapid  progress  of  the  brighter 
pupils  ? 

10.  Does  the  teacher  remain  stationary,  the  class 
moving  upward,  or  does  the  teacher  follow 
the  class  through  the  department,  returning 
to  the  beginning  grade  at  the  graduation  of  the 
class  from  the  department? 

a)  What  effect  does  the  procedure  have  upon 
the  teacher's  mastery  of  the  materials  ? 
(i)  Upon  her  knowledge  of  the  content  of 

the  entire  course  ? 
(2)  Upon  the  relation  of  the  work  in  any 

one  grade  to  the  grades  preceding  and 

following  it  ? 

11.  If  the  school  observed  is  a  small  school,  how  is 
the  grading  adapted  ? 

a)  Are  the  pupils  who  have  reached  the  upper 
age  Umit  of  the  department  promoted  each 
year  into  the  ungraded  group  of  the  next 
higher  department  ? 

b)  Are  the  pupils  of  the  highest  age-group 
promoted  each  year  out  of  the  department 
into  the  departmental  group  higher  up  ? 

REFERENCES  FOR  READING 

Archibald,  G.  H.  "Decentralized  Sunday  School,"  in  Encyclo- 
pedia of  Sunday  Schools  and  Religious  Education. 

Athearn,  Walter  S.  The  Organization  and  Administration  of  the 
Church  School,  "Organization  for  Instruction,  Worship,  and 
Service." 


122    Religious  Education  in  the  Local  Church 

Burton,  Ernest  D.,  and  Mathews,  Shailer.    Principles  and  Ideals 

for  the  Sunday  School,  Part  II,  chaps,  i,  iii,  and  iv. 
Cope,  Henry  F.     Efficiency  in  the  Sunday  School,  chaps,  vi  and  vii. 
Huntley,    Emily.     "Difficulties    in    Relation    to    Grading"    in 

Encyclopedia  of  Sunday  Schools  and  Religious  Education. 
Hurlbut,  J.  L,     Organizing  and  Building  Up  the  Sunday  School, 

chaps,  iii,  iv,  and  v. 
Lawrance,  Marion.     How  to  Conduct  a  Sunday  School,  chap.  iv. 
Littlefield,  M.  S.     "Graded  Sunday  School,"  in  Encyclopedia  of 

Sunday  Schools  and  Religious  Education. 
Mead,  G.  W.     Modern  Methods  in  Sunday-School  Work,  chap.  iii. 
Meyer,   H.   H.     The  Graded  Sunday  School  in  Principle  and 

Practice,  chaps,  iv,  v,  vi,  and  vii. 

XIV.  Elimination 

1.  What  proportion  of  the  pupils  who  enter  the 
school  complete  the  course  of  study  ? 

2.  At  what  ages  and  grades  is  elimination  great- 
est? 

3.  What  are  the  reasons  for  these  eliminations  ? 
a)  Lack  of  interest: 

(i)  Due  to  faulty  course  of  study  ? 

(2)  Due  to  faulty  method  of  teaching  ? 

(3)  Due    to   defective   personality   of   the 
teacher  ? 

h)  Failure  of  the  school  to  look  after  absentees  ? 

c)  Failure  of  the  school  to  meet  the  larger 
social,  physical,  intellectual,  and  spiritual 
needs  of  the  pupil  ? 

d)  Inconvenience  of  the  hour  at  which  school 
session  is  held  ? 

e)  The  operation  of  negative  factors  entirely 
outside  of  the  school?  Is  poverty  one  of 
these  ? 

4.  Is  the  transfer  system  used,  so  that  pupils 
passing  to  other  schools  can  be  so  recorded  ? 


A  General  Schedule  for  the  Survey     123 

5.  How  does  the  proportion  of  elimination  com- 
pare with  the  eUmination  in  the  public  schools 
in  the  local  community  ? 

6.  How  do  the  reasons  assigned  compare  with  the 
reasons  assigned  for  elimination  in  the  public 
schools  in  the  local  community? 

7.  How  do  the  ages  and  grades  at  which  the 
greatest  amount  of  elimination  takes  place 
compare  with  the  ages  and  grades  at  which 
it  occurs  in  the  public  schools  in  the  local 
community  ? 

REFERENCES  FOR  READING 

Child  Accounting  in  the  Public  Schools,  one  volume  of  the  Cleveland 
School  Survey. 

Johnson,  C.  H.,  et  al.     The  Modern  High  School,  pp.  624,  625. 

Jones,  Marjorie  J.  "Causes  of  Loss  in  Sunday-School  Attend- 
ance," in  Encyclopedia  of  Sunday  Schools  and  Religious 
Education. 

XV.  Attendance 

I.  Securing  new  members: 

a)  What  is  the  school  population  of  the  com- 
munity in  which  the  school  is  located  ? 
h)  What  is  the  average  daily  attendance  of  the 
pubUc  schools  of  the  community  ? 

c)  What  is  the  enrolment  of  the  Sunday  school 
for  pupils  of  pubhc-school  age?  What  is 
the  enrolment,  including  those  above  public- 
school  age  ? 

d)  If  the  other  religious  schools  in  the  com- 
munity had  enrolments  of  pupils  of  school 
age  in  proportion  to  that  of  the  school  under 
observation,  how  would  the  total  enrolment 
of  all  these  rehgious  schools  compare  with 


124    Religious  Education  in  the  Local  Church 

that  of  the  pubUc  school  in  the  community  ? 
How  would  the  average  attendance  com- 
pare? 
e)  What  methods  have  been  used  to  increase 
the  enrolment  of  the  school  ? 
(i)  Has  the  school  made  a  systematic  census! 
of  the  community,  followed  by  a  sys- 
tematic personal  visitation  ? 

(2)  What  effort  has  been  made  to  enlist 
the  adult  membership  of  the  church  in 
the  work  of  the  school  ? 

(3)  What  effort  has  been  made  to  secure 
parental  co-operation  ? 

(4)  What  use  has  the  school  made  of  the 
pubUc  press  or  other  media  of  publicity 
in  keeping  the  school  and  its  work  in  the 
minds  of  the  people  ? 

(5)  Has  the  school  ever  used  the  contest 
method?  Between  different  parts  of 
the  school  itself  or  between  the  school 
and  another  school?  If  so,  what  were 
the  net  results  of  these  contests  ? 

(a)  On  the  educational  work  of  the 
school  ? 

(b)  On  the  permanent  enrolment  and 
attendance  ? 

(6)  Does  the  school  use  special  days  as  a 
means  of  increasing  its  attendance? 

(7)  Other  methods  ? 

/)  Is  the  primary  emphasis  placed  upon  num- 
bers or  educational  efficiency? 
2.  Absentees: 

a)  Are  cases  of  absence  looked  after  carefully  ? 

b)  Are  cases  of  absence  followed  up  by  the 
teacher,  the  class,  or  the  larger  school  organi- 
zation ? 


A  General  Schedule  for  the  Survey     125 

c)  What  means  does  the  school  have  for  check- 
ing up  the  work  done  with  absentees  ? 

d)  How  long  is  an  absentee  kept  on  the  roll? 
3.  Promptness: 

a)  Are  the  teachers  and  pupils  on  time  at  the 
sessions  of  the  school  ? 

b)  What  is  the  observable  effect  of  tardiness 
upon  the  tone  and  spirit  of  the  school  ? 

c)  What  positive  measures  are  taken  to  pre- 
vent tardiness  ? 

REFERENCES  FOR  READING 

Athearn,  Walter  S.     The  Organization  and  Administration  of  the 

Church  School,    "The    Growth   and    Development   of   the 

Church  School." 
Cope,  Henry  F.    Efficiency  in  the  Sunday  School,  chap.  xvi. 
.     The  Modern  Sunday  School  in  Principle  and  Practice, 

chap.  viii. 
Galloway,  T.  J.     "Tests  of  Efl&ciency  in  Moral  and  Religious 

Education,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 
Hurlbut,  J.  L.     "Methods  of  Recruiting  the  Sunday  School,"  in 

Encyclopedia  of  Sunday  Schools  and  Religious  Education. 
.    Organizing  and  Building  Up  the  Sunday  School,  chaps. 

XV  and  xvi. 
Lawrance,  Marion.    How  to  Conduct  a  Sunday  School,  chap.  xi. 
Mead,  G.  W.    Modern  Methods  in  Sunday-School  Work,  chaps. 

ix,  X,  and  xi. 

XVI.  Finances 

I.  Is  the  school  supported  by  an  appropriation 
for  educational  purposes  from  the  general 
budget  of  the  church,  the  income  of  the  school 
being  paid  direct  into  the  treasury  of  the 
church  ? 


126    Religious  Education  in  the  Local  Church 

2.  If  so,  what  proportion  of  the  general  church 
budget  is  expended  for  religious  education? 

3.  Is  the  appropriation  of  the  church  to  religious 
education  rebudgeted  by  the  educational 
committee?  If  so,  what  items  are  included 
in  the  educational  budget,  and  what  propor- 
tionate amount  is  allotted  to  each  ? 

4.  If  the  school  is  financed  by  an  appropriation 
from  the  church  budget,  are  the  bills  incurred 
by  the  school  paid  by  the  treasurer  of  the 
church  upon  authorization  of  the  educational 
committee,  or  does  the  school  pay  its  own  biUs 
direct  ? 

5.  If  the  school  administers  its  own  finances  from 
its  offerings,  does  it  have  a  budget?  If  so, 
give  the  items  and  amounts  in  the  budget. 

6.  Are  the  accounts  of  the  school  audited  ? 

7.  Is  the  giving  of  the  school  educational? 

a)  Is  the  purpose  for  which  the  offering  is  taken 
made  perfectly  clear  to  the  pupil  ? 

b)  Is  the  giving  an  expression  of  the  impulse 
to  help  others  and  to  promote  the  work  of 
the  Kingdom  of  God  ? 

c)  Is  the  giving  done  in  a  worshipful  manner  ? 

d)  Does  the  pupil  give  his  own  money  or  does 
he  receive  the  offering  from  his  parents  ? 

8.  To  what  extent  is  the  school  financially  self- 
supporting?  Is  the  chief  aim  to  secure  this 
result  or  to  secure  educational  results  ? 

9.  Does  the  school  have  a  definite  program  of 
giving  to  missionary  and  benevolent  purposes  ? 
What  are  the  objects  ? 

10,  Is  the  giving  graded  to  the  understanding  of 
each  class,  or  do  all  give  to  a  common  object  ? 


A  General  Schedule  for  the  Survey    127 

11.  To  what  extent  are  local  activities,  which 
can  be  studied  by  the  pupils,  included  in  the 
offerings  ? 

12.  To  what  extent  does  the  class  or  department 
control  for  its  own  purposes  any  or  all  of  its 
own  offering  ? 

13.  Does  the  school  budget  its  missionary  and 
benevolent  offerings  ?  What  amounts  are  de- 
voted to  each  item  ? 

14.  Is  the  missionary  giving  done  on  special  days, 
or  do  the  pupils  give  weekly  offerings  to  mis- 
sions ? 

15.  Is  the  missionary  giving  of  the  school  educa- 
tional? Are  the  offerings  based  upon  ade- 
quate missionary  instruction?  Is  the  giving 
an  expression  of  the  impulse  to  share  advan- 
tages with  others  ? 

16.  What  methods  are  employed  to  stimulate 
giving  ?  Are  all  of  these  of  soimd  educational 
character  ? 

REFERENCES  FOR  READING 

Burton,  Ernest  D.,  and  Mathews,  Shailer.    Principles  and  Ideals 

for  the  Sunday  School,  Part  II,  chap.  vi. 
Butler,  E.   S.     "Sunday-School  Finances,"  in  Encyclopedia  of 

Sunday  Schools  and  Religious  Education. 
Cope,  Henry  F.     The  Modern  Sunday  School  and  Its  Present-Day 

Task,  chap.  xvi. 
Diffendorfer,   R.    E.     "Missionary   Education   in   the   Sunday 

School,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 

.    Missionary  Education  in  Home  and  School. 

Hixson,  M.  B.    Missions  in  the  Sunday  School. 

Hurlbut,  J.  L.    Organizing  and  Building  Up  the  Sunday  School, 

chap.  X. 


128    Religious  Education  in  the  Local  Church 

Hutchins,  W.  N.     Graded  Social  Service  in  the  Sunday  School. 
Hutton,  J.  Gertrude.     The  Missionary  Education  of  Juniors. 
Lawrance,  Marion.    How  to  Conduct  a  Smiday  School,  chap.  xiii. 
Mead,  G.  W.    Modern  Methods  in  Sunday-School  Work,  chaps. 

xiv  and  xvi. 
Trull,  G.  H.    A  Manual  of  Missionary  Methods  (Revised  edition) . 

XVII.  Statistical  Records 

1.  Upon  entering  the  school  what  data  are  secured 
from  the  pupil  by  application  blank  or  other- 
wise? 

2.  What  secretaries  are  in  charge  of  the  records  ? 

3.  Is  a  card  index  kept  of  the  enrolment  of  the 
school: 

a)  Alphabetically  for  the  entire  school  ? 
h)  By  departments  and  grades  ? 
c)  By  clubs  and  societies? 

4.  Are  family  data  secured  for  these  cards? 

5.  Is  an  individual  record  of  the  work  of  each  pupil 
kept?  If  so,  what  items  are  included?  Is 
the  record  cumulative  ?  Do  the  items  include 
the  following  essentials : 

a)  Promotions  and  non-promotions  ? 
h)  Membership    in    clubs    and   societies    and 
progress  therein  ? 

c)  Withdrawals,  with  age  and  cause? 

d)  Church  attendance  ? 

e)  Church  membership  ? 
/)  Vocational  decision  ? 

6.  Does  the  school  have  census  data  for  the  church 
and  the  community?  How  frequently  are 
these  data  revised  and  corrected  ? 

7.  How  are  the  weekly  reports  of  the  school 
collected: 

a)  Direct   from   the   classes   by   the   general 
secretary  ? 


A  General  Schedule  for  the  Survey     129 

.  h)  Or  through  the  departmental  secretaries 
who  report  to  the  general  secretary  ? 
c)  When  and  how  are  these  reports  obtained 
in  the  class  session  ?  How  much  time  from 
the  class  session  is  devoted  to  this  purpose  ? 
Is  it  too  much  ? 

8.  What  items  are  included  in  the  weekly  statistics 
of  the  school  ? 

9.  Are  the  weekly  reports  summarized  for  longer 
periods,  such  as  the  month,  the  quarter,  and  the 
year? 

10.  Are  they  presented  in  a  comparative  manner  so 
as  to  show  the  growth  of  the  school,  the  increase 
or  decline  of  the  various  items,  and  to  make  the 
educational  imphcations  evident  ? 

11.  Are  the  current  reports  given  to  the  school  or 
the  church  pubHcly  each  week  ?  If  so,  upon 
what  items  is  the  emphasis  placed  ?  What  is 
the  educational  value  of  these  reports  ? 

12.  Does  the  supervisory  body  of  the  school  make 
use  of  the  statistical  data  as  a  basis  for  testing 
educational  policies,  materials,  or  methods  ? 

13.  Are  the  data  presented  to  the  church,  annually 
or  otherwise,  by  graphs,  etc.  ? 


REFERENCES  FOR  READING 

Athearn,  Walter  S.     The  Organization  and  Administration  of  the 

Church  School,  "Administration  Organization,"  section  on 

secretary. 
Cope,  Henry  F.     The  Modern  Sunday  School  and  Its  Present-Day 

Task,  chap,  xxiii. 
Hartshorne,    Hugh.     "Statistical    Methods    for    the    Sunday 

School,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 


130    Religious  Education  in  the  Local  Church 

Hartshorne,  Hugh.     "System  of  Registration,"  in  Encyclopedia 

of  Sunday  Schools  and  Religious  Education. 
Hurlbut,  J.  L.    Organizing  and  Building  Up  the  Sunday  School, 

chap.  ix. 
Lawrance,    Marion.    How   to   Conduct   a   Sunday   School,   pp. 

36-42,  71-76. 
Mclntyre,  Ralph  M.     The  Sunday-School  Secretary. 
Mead,  G.  W.    Modern  Methods  in  Sunday-School  Work,  chaps. 

vi  and  xix. 
Report  of  Committee  on  Uniform  Records  and  Reports.     National 

Education  Association  pamphlet,  191 2. 
Snedden,  David  and  Allen,  School  Reports  and  School  Efficiency. 
Tallman,     Lavinia.     "Sunday-School     Records     and     Sunday- 
School  Efficiency,"  Religious  Education,  August,  1914. 
.     "Sunday-School  Secretary,"  in  Encyclopedia  of  Sunday 

Schools  and  Religious  Education. 

XVIII.  Discipline 

1.  Does  the  school  definitely  expect  and  require 
good  order  ? 

2.  Are  the  conditions  in  the  school  as  a  whole  such 
as  to  induce  good  order  ? 

a)  Is  the  school  thoroughly  organized  so  that 
every  ofl&cer,  teacher,  and  pupil  knows  his 
place  and  what  is  expected  of  him? 

h)  Are  the  programs  definitely  and  carefully 
prepared  ? 

c)  Are  the  recurrent  items  in  the  program 
routinized  ? 

3.  Is  order  viewed  from  the  standpoint  of  the 
welfare  of  the  group  or  from  the  standpoint 
of  the  authority  of  the  officer  or  teacher  ? 

4.  Do  the  officers  and  teachers  possess  the  requi- 
site characteristics  and  habits  ? 

a)  Courage? 
h)  Tact? 


A  General  Schedule  for  the  Survey     131 

c)  Persistence? 

d)  Scholarship? 

e)  Justice? 

/)  Good  nature  ? 

5.  Are  the  physical  conditions  conducive  to  good 
order,  such  as  good  lighting,  proper  ventilation, 
proper  seating,  proper  periods  of  relaxation, 
proper  temperature,  and  proper  materials  to 
work  with  ? 

6.  What  methods  are  employed  to  preserve  good 
order  in  passing  from  the  general  worship  to 
the  classrooms  ? 

7.  What  is  the  relative  character  of  the  discipHne 
in  the  general  exercises  and  in  the  classes  ? 

8.  Are  the  pupils  kept  busy  with  their  work  ? 

9.  Is  the  work  assigned  the  pupils  such  as  to 
appeal  to  their  native  interests  and  capacities  ? 

10.  Do  the  lower  and  intermediate  grades  provide 
enough  manual  and  constructive  activity? 

11.  Is  proper  allowance  made  for  individual  differ- 
ences in  the  abilities,  dispositions,  and  interests 
of  the  pupils  ? 

12.  What  methods  are  chiefly  relied  upon  for  the 
correction  of  positive  disorder: 

a)  Punishment? 

h)  Substitution  of  other  motives  and  activities  ? 
c)  Withdrawing  the  stimuli  that  produce  the 
disorder  ? 

13.  How  does  the  order  in  the  school  compare  with 

that  in  the  local  public  schools  ? 

REFERENCES  FOR  READING 

Atheam,  Walter  S.  The  Organization  and  Administration  of  the 
Church  School,  "Discipline  in  the  Church  School." 

Bagley,  W.  C.  Classroom  Management,  throughout,  but  espe- 
cially chaps,  vii  and  viii. 


132    Religious  Education  in  the  Local  Church 

Betts,  George  Herbert.    Class-Room  Method  and  Management, 

chaps,  xxi  and  xxii. 
Cope,  Henry  F.     The  Modern  Sunday  School  and  Its  Present-Day 

Task,  chap.  xv. 
Morehouse,  Frances  M.     The  Discipline  of  the  School. 
Pattee,  F.  L.     "Discipline,"  in  Encyclopedia  of  Sunday  Schools 

and  Religious  Education. 
Perry,  Arthur  C.    Discipline  as  a  School  Problem. 
Thorndike,  E.  L.    Principles  of  Teaching,  chap.  iii. 

XIX.  Special  Subjects  and  Activities 

1.  Missions: 

a)  Is  there  a  missionary  curriculum  for  the 
entire  church  or  only  for  the  Sunday  school  ? 

b)  Are  missions  taught  as  an  integral  part  of 
the  course  of  study  or  as  a  special  subject  ? 

c)  Is  the  teaching  of  missions  under  the  super- 
vision of  a  special  supervisor  or  committee  ? 

d)  Are  the  offerings  to  missions  made  as  an 
expression  of  the  impulses  that  have  been 
awakened  by  the  course  of  study,  and 
regularly  and  continuously?  Or  is  the 
giving  to  missions  done  on  special  occasions 
and  in  dissociation  from  the  instruction  ? 

2.  Temperance: 

a)  Is  temperance  taught  as  an  integral  part 
of  the  course  of  study  or  as  a  special  subject  ? 

b)  Is  the  teaching  of  temperance  under  the 
supervision  of  a  special  supervisor  or  com- 
mittee ? 

c)  Is  temperance  taught  emotionally  or  scien- 
tifically ? 

3.  Sex  education: 

a)  Is  sex  education  undertaken  in  the  school  ? 

b)  If  so,  is  it  under  a  special  supervisor? 


A  General  Schedule  for  the  Survey     133 

c)  How  is  it  taught  ?  Are  any  textbooks  used  ? 
If  so,  what  are  they  ? 

d)  Are  the  results  satisfactory  ? 

4.  Social  activity: 

a)  Is  there  a  director  of  social  activity,  either 
for  the  entire  school  or  for  each  depart- 
ment? 

b)  What  are  the  quahfications  of  this  super- 
visor? 

c)  What  are  the  forms  of  social  activity  under- 
taken ? 

5.  Athletics: 

a)  Has  the  school  a  director  of  physical  and 
athletic  activities  ? 

b)  What  are  the  quahfications  of  this  super- 
visor? 

c)  What  forms  of  physical  and  athletic  activity 
are  undertaken  ? 

REFERENCES  FOR  READING 

Bigelow,  Maurice  A.    Sex  Education. 

Burgess,   William.     "The   Child's   Right   to   Sex   Education," 

Religious  Education,  December,  1916. 
Cope,  Henry  F.    Religious  Education  in  the  Church,  chaps,  x, 

xi,  xii,  XV,  xvi,  and  xvii. 
Diffendorfer,   R.   E.     "Missionary   Education   in   the   Sunday 

School,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 
Exner,   M.   J.     "Sex   Education   and   the   High-School   Age," 

Religious  Education,  December,  19 16. 
Fisher,  G.  J.     "  Sunday-School  Athletic  Leagues,"  in  Encyclopedia 

of  Sunday  Schools  and  Religious  Education. 
Forbush,  W.   B.     "Church   Gymnasiums,"  in  Encyclopedia  of 

Sunday  Schools  and  Religious  Education. 
.     "Sex  Education  in  the  Sunday  School,"  in  Encyclopedia 

of  Sunday  Schools  and  Religious  Education. 


134    Religious  Education  in  the  Local  Church 

Gates,  Herbert  Wright.     Recreation  and  the  Church. 

Hixson,  M.  B.     Missions  in  the  Sunday  School. 

Hutchins,  W.  N.     Graded  Social  Service  for  the  Sunday  School. 

Hutton,  J.  Gertrude.     The  Missionary  Education  of  Juniors. 

King,  Irving.  "Social  Aspects  of  Religious  and  Moral  Educa- 
tion," in  Encyclopedia  of  Sunday  Schools  and  Religious 
Education. 

Lawrance,  Marion.  How  to  Conduct  a  Sunday  School,  chap,  xix, 
"Temperance  Day  and  How  to  Use  It." 

Lewis,  Hazel  A.     Manual  of  Platform  Methods. 

Mead,  G.  W.     Modern  Methods  in  Sunday-School  Work,  chap.  xvi. 

Moll,  Dr.  Alfred.     The  Sexual  Life  of  the  Child. 

Report  of  Special  Committee  on  the  Matter  and  Methods  of  Sex 
Education.  Fifteenth  Annual  Congress  of  Hygiene  and 
Demography,  Washington,  D.C.,  191 2. 

Richardson,  Norman  E.  "The  Sunday  School  and  Sex  Educa- 
tion," Religious  Education,  October,  1913. 

Trull,  G.  H.     A  Manual  of  Missionary  Methods  (Revised  edition). 

Ward,  H.  F.  "Social  Service  and  the  Sunday  School," in  Ency- 
clopedia of  Sunday  Schools  and  Religious  Education. 

.     The  Church  and  Social  Service. 

Wells,  A.  R.  "Teaching  Temperance  in  the  Sunday  School,"  in 
Encyclopedia  of  Sunday  Schools  and  Religious  Education. 

Wile,  I.  S.     Sex  Education. 

XX.  Church  Attendance 

1.  What  proportion  of  the  school  above  the 
primary  department  attends  the  regular  church 
service: 

a)  Juniors? 

b)  Intermediates? 

c)  Seniors? 

d)  Adults? 

2.  What  conscious  efforts  are  made  to  secure  the 
attendance  of  the  pupils  at  the  church  service  ? 
a)  Is  there  a  junior  congregation  ? 


A  General  Schedule  for  the  Survey     135 

b)  Is  a  portion  of  the  regular  church  service 
devoted  to  children,  either  regularly  or 
periodically  ? 

c)  Is  the  entire  church  service  adapted  to  meet 
the  capacity  of  children  and  young  people  ? 

3.  If  there  is  a  junior  congregation: 

a)  How  is  it  organized  ? 

b)  What  is  its  program  of  worship  ? 

c)  What  is  the  character  of  the  preaching  ? 

d)  What  arrangements  are  there  for  the 
transfer  of  the  members  of  the  junior 
congregation  to  the  senior  congregation  at 
proper  age  ? 

e)  Has  the  plan  been  satisfactory  ? 

4.  If  a  part  of  the  service  is  devoted  to  the  chil- 
dren: 

a)  What  are  the  items  that  enter  into  the  pro- 
gram during  the  period  the  children  are 
present  ? 

b)  What  part  do  the  children  have  in  the 
program  ? 

c)  Is  the  sermon  to  the  children  adapted  to 
their  needs  ? 

(i)  How  long  is  it  ? 

(2)  Is  the  subject  well  chosen  ? 

(3)  Is  the  language  within  their  compre- 
hension but  not  beneath  their  under- 
standing ? 

(4)  Does  it  appeal  to  the  emotions  beyond 
opportunity  for  expression  in  conduct  ? 

(5)  If  object  teaching  is  used,  is  the  use 
made  of  it  legitimate? 

d)  Are  the  children  expected  to  remain 
throughout  the  entire  service  ? 


136    Religious  Education  in  the  Local  Church 

5.  If  the  entire  service  is  adapted  to  meet  the 
needs  of  children: 
a)  How  long  is  the  service  ? 
h)  Are    the    hymns    suitable    to    the    reli- 
gious  experience    of    children    and   young 
people  ? 

c)  Are  the  prayers  adapted  to  the  interests, 
capacities,  and  needs  of  children  and  young 
people  ? 

d)  Is  the  sermon  adapted  to  the  spiritual  and 
intellectual  capacities  of  the  yoimg? 

(i)  As  to  length  ? 

(2)  As  to  content  ? 

(3)  As  to  method  of  presentation  ? 

e)  Do  the  children  sit  with  their  parents  or  in 
groups  of  children  ? 

/)  Are  the  children  evidently  interested  in  the 
service,  or  are  they  indifferent  or  restless? 
Specify  instances. 

g)  What  effect  rehgiously  does  the  service 
appear  to  have  upon  the  children  in  the 
congregation?  Specify  instances  and  evi- 
dence. 

h)  In  the  effort  to  meet  the  needs  of  children 
are  the  needs  of  the  older  people  in  the 
congregation  sacrificed  ? 

REFERENCES  FOR  READING 

Athearn,  W.  S.     The  Church  School,  chap.  vii. 

Bradner,    Lester.     "Children's    Worship,"  in    Encyclopedia    of 

Sunday  Schools  and  Religious  Education. 
Farrar,    J.    M.     "Junior    Congregation"    and    "Preaching    to 

Children,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education, 


A  General  Schedule  for  the  Survey     137 

XXI.  Relation  to  Community  Institutions 

1.  The  home: 

a)  Do  the  parents  register  the  children  in  the 
school  or  signify  their  willingness  to  have 
them  enrolled  ? 

b)  Do  the  teachers  make  frequent  visitations 
to  the  homes  of  the  pupils  ? 

e)  Are  the  materials  and  the  method  of  the 
Sunday  school  related  to  the  home  experi- 
ences of  the  child  ? 

d)  Do  the  parents  frequently  visit  the  school 
so  as  to  be  familiar  with  the  work  of  the 
pupil  ? 

e)  Are  reports  of  the  work  and  standing  of  the 
pupil  rendered  periodically  to  the  parents  ? 

/)  Do  the  parents  co-operate  in  securing  the 
home  work  required  of  the  pupil  ? 

g)  Are  parent-teacher  meetings  held  ? 
(i)  How  frequently  ? 

(2)  How  are  these  meetings  organized  ? 

(3)  What  types  of  sUbject  are  discussed  ? 

(4)  What  proportion  of  the  parents  attend  ? 

(5)  What  have  been  the  measurable  results 
of  these  meetings? 

2.  The  pubUc  school: 

a)  Has  there  been  a  conscious  effort  to  relate 
the  work  of  the  Sunday  school  to  that  of  the 
public  schools  of  the  community? 

b)  Have  the  public-school  authorities  made 
an  effort  to  relate  their  work  to  that  of  the 
Sunday  school  ? 

c)  Do  the  teachers  frequently  visit  the  public 
schools  to  famiHarize  themselves  with  the 
materials,  the  method,  and  the  activities  of 


138    Religious  Education  in  the  Local  Church 

the  public  schools,  and  to  establish  friendly 
and  co-operative  relations  between  the  two 
groups  of  workers  ? 

d)  How  many  of  the  supervisors  and  teachers 
of  the  pubUc  school  are  active  in  the  Sunday 
school  ? 

e)  Is  the  work  of  the  Sunday  school  related  to 
the  experiences  of  the  public  school  ? 

/)  Have  courses  been  offered  in  the  Sunday 
school  for  which  credit  is  offered  in  the 
pubhc  schools  ?    If  so,  what  are  they  ? 

g)  Has  week-day  instruction  been  offered  in 
connection  with  the  work  of  the  public 
schools  ? 

h)  From  conversation  with  the  pupils  and 
observation  of  their  attitudes  is  there  evi- 
dence that  the  pupils  in  the  pubHc  schools 
consider  that  their  work  in  the  Sunday 
school  is  a  real  part  of  their  education,  or 
something  apart  and  different  from  it  ? 
3.  The  public  Hbrary: 

a)  Are  the  pupils  directed  to  the  public  library 
for  sources  of  information  in  connection 
with  the  assignments  and  discussions  in  the 
classes  ? 

b)  Do  the  ojB&cers  and  teachers  make  use  of  the 
public  hbrary  for  their  professional  reading 
and  for  source  material? 

c)  Does  the  hbrary  include  in  its  Hst  of  pur- 
chases the  books  in  rehgious  education  for 
the  use  of  the  Sunday-school  workers  and 
pupils  ? 

d)  Is  the  reading  of  the  pupils  stimulated  and 
directed  in  part  by  the  Sunday  school  ? 


A  General  Schedule  for  the  Survey     139 

e)  Is  there  advisory  co-operation  between  the 
Hbrary  and  the  Sunday-school  authorities 
concerning  the  books  selected  for  the  general 
reading  of  the  children  and  young  people  ? 

4.  Recreational  and  amusement  agencies: 

a)  Are  the  pupils  led  by  the  work  of  the  Sunday 
school  to  discriminate  in  their  selection  of 
the  opportunities  for  amusement  and  recrea- 
tion offered  by  the  community  ? 

h)  Does  the  school  co-operate  with  other  com- 
munity agencies  in  making  the  amusement 
and  recreational  Ufe  of  the  community 
wholesome,  educational,  and  constructive, 
as  through  the  censuring  of  moving  pic- 
tures, regulation  of  private  amusement 
places,  etc.  ? 

c)  Does  the  school  co-operate  with  other  com- 
munity agencies  in  providing  adequate 
playgrounds  ? 

d)  Does  the  school  co-operate  with  other 
community  agencies  in  promoting  whole- 
some athletics  ? 

5.  Does  the  school  take  an  active  part  in  promot- 
ing the  work  of  the  juvenile  court  for  the 
prevention  and  correction  of  crime  among 
juvenile  delinquents  ? 

6.  Does  the  school  co-operate  with  the  associated 
charities  in  the  relief  and  prevention  of  poverty 
in  the  community  ? 

7.  Does  the  school  have  the  community  spirit? 

REFERENCES  FOR  READING 

Athearn,  Walter  S.  Religious  Education  and  American  Democ- 
racy, chap.  ii. 

.    "Religious    Exercises   in   Public    Schools,"    Religious 

Education  (1916),  pp.  136  ff. 


I40    Religious  Education  in  the  Local  Church 

Athearn,  Walter  S.     "Teachers  for  Week-Day  Religious  Instruc- 
tion," Religious  Education  (1916),  pp.  245  ff. 
Barrows,  S.  J.     Children's  Courts  in  the  United  States. 
Beatley,  "Methods  in  the  Family,"  Religious  Education  (1916), 

pp.  3245. 

Boyers,  J.  C.  "Play  as  a  Factor  in  Religious  Education,"  in 
Encyclopedia  of  Sunday  Schools  and  Religious  Education. 

Brancher,  H.  S.  "Playground  and  Recreation  Association  of 
America,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 
Education. 

Brown,  Arlo  A.  "Week-Day  Schools  of  Gary,"  Religious  Educa- 
tion (1916),  pp.  5  ff. 

.     "The  Relation  of  Week-Day  Religious  Instruction  to 

the  Sunday  School,"  Religious  Education  (1916),  pp.  439  ff. 

Brown,  Frank  L.     The  Sunday  School  and  the  Home. 

Coe,  George  A.  "A  General  View  of  the  Movement  for  Cor- 
relating Religious  Education  with  Public  Instruction," 
Religious  Education  (19 16),  pp.  109  ff. 

Cope,  Henry  F.    Efficiency  in  the  Sunday  School,  chap.  xx. 

.    Religious  Education  in  the  Church,  chaps,  xiii,  xvii, 

xviii,  and  xix. 

.     Religious  Education  in  the  Family. 

.     The  Modern  Sunday  School  and  Its  Present-Day  Task, 


chap.  xxi. 

Foster,  E.  C.  "Amusements  and  the  Sunday  School,"  in  Ency- 
clopedia of  Sunday  Schools  and  Religious  Education. 

Goodsell,  Willystine.  The  Family  as  a  Social  and  Educational 
Institution. 

Hubbell.  "Character-Forming  Forces  in  the  Family,"  Religious 
Education  (1916),  pp.  504  ff. 

Johnson,  CIS..,  et  al.     The  Modern  High  School,  chap.  xii. 

Lindsay,  B.  B.  "Juvenile  Court,"  in  Encyclopedia  of  Sunday 
Schools  and  Religious  Education. 

Lynch,  L.  V.,  On  Attitude  of  Churches  Toward  Religion  in 
Schools,  Religious  Education  (1916),  pp.  131  ff. 

Martin,  F.  G.     Moral  Training  of  the  School  Child. 

Palmer,  F.  H.    Ethical  and  Moral  Instruction  in  the  Schools. 


A  General  Schedule  for  the  Survey     141 

Peabody,  Francis  G.     The  Religious  Education  of  an  American 

Citizen. 
Playgrounds  and  Recreation  Association  publications, 
"Report  of  Commission  on  Bible  Study  in  Relation  to  Public 

Education,"  Religious  Education  (1916),  pp.  455  f. 
Rugh,  C.  E.,  et  al.    Moral  Training  in  the  Public  Schools. 
Russell  Sage  Foundation  pamphlet  No.  121. 
Schoff,  Mrs.  Frederick.     "National  Congress  of  Mothers  and 

Parent-Teacher   Association,"  in   Encyclopedia   of  Sunday 

Schools  and  Religious  Education. 
Settle,  Myron  C.    "Week-Day  Religious  Instruction,  Community 

Organization,"  Religious  Education  (1916),  pp.  252  S. 
Sharp,  F.  C.    A  Course  in  Moral  Instruction  for  the  High  School. 

Bulletin  No.  565  of  the  University  of  Wisconsin. 
"The  Public  Library's  Chance,"  Religious  Education  (1916),  pp. 

462. 
Tracy,   Frederick.     "Material   of   Religious   Education  in   the 

Family,"  Religious  Education  (1916),  pp.  168  ff. 
Winchester,  B.  S.     Religious  Education  and  Democracy,  Part  I, 

chaps,  vii,  ix,  and  x  and  Part  II. 
Winchester,  Pearl  G.     "The  Home  as  an  Agency  of  Religious 

Education,"  in  Encyclopedia  of  Sunday  Schools  and  Religious 

Education. 

XXII.  Extension 

I.  Cradle  roll: 

a)  Does  the  school  have  a  cradle  roll  for  chil- 
dren too  young  to  receive  formal  instruction  ? 
h)  How  is  it  organized  ? 

(i)  Does  it  have  a  separate  superintendent  ? 
(2)  Is  it  organized  as  a  part  of  the  begin- 
ner 's  department  ? 

c)  How  many  children  are  enrolled  in  this 
department  ? 

d)  Do  they  have  special  provision  made  for 
them  in  the  session  of  the  school?  What 
is  the  character  of  the  work? 


142    Religious  Education  in  the  Local  Church 

e)  What  proportion  of  the  members  of  the 
cradle  roll  become  members  of  the  begmners' 
department  ? 

2.  Home  department: 

a)  Does  the  school  conduct  a  home  depart- 
ment? 

b)  Is  it  organized  as  a  separate  department 
with  its  own  superintendent  and  course  of 
study,  or  as  an  extension  of  the  department 
in  which  the  pupil  would  be  if  he  were  in  the 
attending  school,  with  the  same  course  of 
study  used  in  that  department  ? 

c)  How  many  are  enrolled  in  the  home  depart- 
ment? 

3.  Extra-mural  classes: 

a)  Are  classes  held  among  groups  of  people  in 
the  community  that  do  not  or  cannot  attend 
the  regular  session  of  the  school,  such  as 
firemen,  street-car  employees,  foreigners, 
shopworkers,  etc.  ? 

b)  How  is  this  work  supervised  ? 

c)  What  courses  of  study  are  used  in  these 
extra-mural  classes  ? 

REFERENCES  FOR  READING 

Atheam,  W.  S.     The  Church  School,  chap.  iv. 

Bryner,  Mrs.  Mary  Foster.  "Cradle  Roll,"  in  Encyclopedia  of 
Sunday  Schools  and  Religious  Education. 

Stebbins,  Mrs.  Flora  B.  "The  Home  Department,"  in  Encyclo- 
pedia of  Sunday  Schools  and  Religious  Education. 

XXIII.  Evangelism 

I.  Does  the  school  have  a  definite  sense  of  re- 
sponsibiUty  with  reference  to  leading  its  pupils 
to  make  a  definite  personal  decision  to  Hve  the 
Christian  life  ? 


A  General  Schedule  for  the  Survey     143 

2.  Is  the  atmosphere  of  the  school  conducive  to 
such  decisions  ? 

3.  Are  the  children  and  young  people  definitely- 
instructed  in  the  meaning  of  the  Christian  Hfe 
and  in  the  duties  and  responsibihties  of  church 
membership,  both  before  and  subsequent  to 
joining  the  church  ? 

4.  At  what  age  does  the  school  expect  its  members 
to  become  members  of  the  church  ? 

5.  Is  the  course  of  study  so  arranged  as  to  stimu- 
late the  pupil  to  such  a  decision  at  the  proper 
periods  of  personal  growth  ? 

6.  Does  the  school  use  a  "decision  day"? 
If  so: 

a)  Is  the  day  made  to  stand  out  as  something 
quite  apart  from  the  remainder  of  the  year's 
experience,  or  is  it  made  a  part  of  it  ? 

b)  Over  how  long  a  period  does  specific  prepara- 
tion for  the  day  extend  ? 

c)  What  items  are  included  in  the  preparation  ? 

d)  Is  "decision  day"  followed  by  definite 
instruction  in  the  Christian  Hfe  and  church 
membership  ? 

7.  If  the  church  employs  professional  evangelists, 
are  they  permitted  to  go  before  the  school  with 
an  appeal  for  decisions  ?  If  so,  what  motives 
are  urged  and  what  methods  used  ? 

8.  What  proportion  of  the  school  above  ten  years 
of  age  are  members  of  the  church  ? 

9.  What  has  been  the  history  of  those  who  united 
with  the  church  through  educational  evangel- 
ism as  compared  with  the  history  of  those 
who  united  with  the  church  through  crisis 
methods  ? 


144    Religious  Education  in  the  Local  Church 

REFERENCES  FOR  READING 

Ames,  Edward  Scribner.     The  Psychology  of  Religious  Experience^ 

chaps,  xi,  xii,  xiii,  and  xiv. 
Bimey,  L.  J.    "Evangelism  through  Education,"  in  Encyclopedia 

of  Sunday  Schools  and  Religious  Education. 
Burton,  Ernest  D.,  and  Mathews,  Shailer.    Principles  and  Ideals 

of  the  Sunday  School,  Part.  I,  chap.  viii. 
Coe,  George  A.    Education  in  Religion  and  Morals,  chap,  xvii, 

section  on  "Decision  Day." 

.     The  Psychology  of  Religion,  chap.  x. 

.     The  Spiritual  Life,  especially  chaps,  i  and  ii. 

Cope,  Henry  F.     Religious  Education  in  the  Church,  chaps,  vii, 

viii,  and  ix. 
James,  William.     The  Varieties  of  Religious  Experience,  especially 

pp.  78-258. 
Lawrance,  Marion.    How  to  Conduct  a  Sunday  School,  chap.  xx. 
McKinley,  C.  E.    Educational  Evangelism. 
Mead,  G.  W.    Modern  Methods  in  Sunday-School  Work,  chap. 

xvii. 
Starbuck,  Edwin  D.     The  Psychology  of  Religion. 

XXIV.  Vocational  Guidance 

1.  Does  the  school  have  a  definite  sense  of 
responsibility  with  reference  to  helping  the 
young  people  to  make  an  intelligent  and  reli- 
gious choice  of  their  life  work  ? 

2.  Is  the  course  of  study  such  that  at  the  proper 
time  it  brings  before  the  young  people  the  major 
fields  of  usefulness  in  the  trades,  professions, 
business,  agriculture,  the  ministry,  and  mis- 
sionary service  ? 

3.  Is  the  course  of  study  supplemented  by  the 
presentation  of  such  opportunities  by  represen- 
tatives of  these  various  callings  ? 

4.  From  conversation  with,  and  observation  of, 
the  attitudes  of  the  young  people  of  the  school, 


A  General  Schedule  for  the  Survey     145 

is  there  evidence  that  the  young  people  look 
upon  the  decision  of  one's  life  work  as  involv- 
ing a  religious  choice  ?    Specify. 
5.  How  many  young  people  from  this  school  have 
entered: 

a)  The  ministry  ? 

b)  The  foreign-missionary  service  ? 

c)  Home-missionary  service  ? 

d)  Christian-association  service  ? 

e)  Social  service  ? 

REFERENCES  FOR  READING 

Bloomfield,  Meyer.     Vocational  Guidance  of  Youth. 

Brewer,  John  M.  The  Vocational-Guidance  Movement,  Its  Prob- 
lems and  Possibilities. 

Cochran  and  Brown.  "Vocation  Day  in  the  Sunday  Schools,"  in 
Encyclopedia  of  Sunday  Schools  and  Religious  Education. 

Dooley,  William  H.     The  Education  of  the  N e'er-Do-Well. 

Furbush,  W.  B.  "Vocational  Instruction,"  in  Encyclopedia  of 
Sunday  Schools  and  Religious  Education. 

.     Young  People's  Problems. 

Leake,  A,  H.     The  Vocational  Education  of  Girls  and  Women. 

Robinson,  Emily.     Vocational  Education. 

Snedden,  David  S.     The  Problem  of  Vocational  Education. 

Taylor,  Joseph  S.    Handbook  on  Vocational  Giidance. 

Weaver,  E.  W.  Choosing  a  Career.  One  pamphlet  for  boys  and 
one  for  girls. 

Weston,  S.  A.  The  World  a  Field  for  Christian  Service.  Senior 
Graded  Series,  International  Lessons. 

XXV.  Popularizing  Religious  Education 

I.  What  measures  does  the  educational  com- 
mittee employ  for  popularizing  the  ideals  and 
methods  of  rehgious  education  in  the  church 
and  in  the  community  ? 


146    Religious  Education  in  the  Local  Church 

a)  Does  it  use  the  educational  exhibit: 
(i)  Annually  for  the  entire  school? 

(2)  Continuously,  by  exhibiting  excellent 
pieces  of  work,  materials,  charts  explain- 
ing the  results  of  the  school,  etc.  ? 

b)  Are  the  ideals,  materials,  and  methods 
explained  to  the  church  by  sermons, 
addresses,  special  meetings,  etc.  ? 

c)  Are  opportunities  given  for  the  inspection 
of  the  work  of  the  school  ? 

d)  Is  attention  called  to  significant  articles  and 
books  or  news  items  in  the  field  of  religious 
education  before  the  church  and  the  com- 
munity ? 

e)  Does  the  school  make  use  of  the  public 
press  for  getting  its  ideals  before  the  com- 
munity ? 

/)  Does  the  school  use  popular  advertising  to 
get  its  ideals  before  the  community  ? 
2.  Does  this  publicity  rest  upon  a  sound  educa- 
tional basis  by  placing  the  emphasis  upon  the 
educational  features  of  the  movement  ? 

REFERENCES  FOR  READING 

Burgess,  Isaac  B.  "Advertising  the  Sunday  School,"  in  Ency- 
clopedia of  Sunday  Schools  and  Religious  Education. 

Cope,  Henry  F.     Efficiency  in  the  Sunday  School,  chap,  xxviii. 

McElfresh,  Franklin.  "Methods  of  Publicity,"  in  Encyclopedia 
of  Sunday  Schools  and  Religious  Education. 

Reisner,  C.  F.     Church  Publicity. 

Scott,  W.  D.     The  Psychology  of  Advertising. 

Stelzle,  Charles.    Principles  of  Successful  Church  Advertising. 


CHAPTER  VIII 

DEPARTMENTAL  SCHEDULES 

A.    The  Elementary  Division 

I.  Equipment: 

a)  Do  the  beginners',  primary,  and  junior  departments 
have  separate  departmental  rooms  ? 

(i)  If  for  the  beginners'  and  primary  departments, 
is  the  departmental  room  on  the  ground  floor, 
easily  accessible,  and  does  it  have  a  separate 
entrance  ?  Does  it  have  plenty  of  space  for  the 
children  to  move  about  freely  ? 

b)  Are  the  rooms  light,  cheerful,  and  well  ventilated? 

c)  Are  there  separate  rooms  or  other  provisions  for  the 
wraps  of  the  pupils  during  the  session  of  the  school  ? 

d)  Are  the  decorations  of  the  rooms  restful  and  har- 
monious? What  color  scheme  prevails  in  decora- 
tions and  furniture  ? 

e)  What  kind  of  floor  covering  have  the  rooms  ?  If  the 
floors  are  not  covered,  are  the  chairs  tipped  with 
rubber  ? 

/)  Are  the  beginners'  and  primary  departments  equipped 
with  kindergarten  tables  and  chairs  of  proper  height  ? 

g)  Are  the  walls  hung  with  pictures  appropriate  to  the 
interests  of  the  children  in  the  various  departments  ? 
List  them. 

h)  Is  there  a  musical  instrument,  preferably  a  piano  ? 

i)  Are  the  departments  well  supplied  with  illustrative 
materials,  such  as  pictures,  objects,  models,  sand 
tables,  and,  for  juniors,  stereographs  ? 

147 


148    Religious  Education  in  the  Local  Church 

_;)  Are  the  departments  well  supplied  with  work  ma- 
terials, such  as  paper,  pencils,  scissors,  crayons, 
paste,  clay,  and  paper  pulp  ? 

k)  Do  the  juniors  have  a  separate  assembly  room  for 
separate  worship  ? 

/)  Do  the  juniors  have  separate  classrooms  for  each 
class,  equipped  with  blackboards,  cabinets  for  work 
materials,  maps,  charts,  and  worktables  and  chairs 
of  proper  height  ? 
2.  Organization: 

a)  Give  the  plan  of  the  organization  of  the  beginners', 
primary,  and  junior  departments.  List  the  officers 
and  the  duties  of  each.  What  are  the  personal  and 
professional  quahfications  of  each  ? 

h)  How  many  helpers  are  there  in  the  beginners'  depart- 
ment ?    How  many  pupils  are  there  for  each  helper  ? 

c)  What  provision  is  made  for  children  under  four  years 
of  age  who  attend  the  beginners'  department  ? 

d)  Is  the  beginners'  department  articulated  with  the 
cradle  roll  in  such  a  way  as  to  secure  the  enrolment 
of  the  members  of  the  cradle  roll  when  they  become 
of  beginners'  age  ? 

e)  How  large  are  the  classes  in  the  primary  department  ? 
/)  How  large  are  the  junior  classes  ? 

g)  Are  the  sexes  separated  in  the  classes  of  the  junior 

department  ? 
h)  What  is  the  basis  of  grading  in  the  junior  department : 

(i)  Age? 

(2)  Standing  in  the  public  school  ? 

(3)  A  modification  of  both  ? 

i)  Are  the  classes  in  the  upper  grades  of  the  junior 
department  organized  ?  Give  the  plan  of  organiza- 
tion. How  far  is  this  class  organization  made 
responsible  for  self-government  ? 


Departmental  Schedules  149 

j)  To  what  extent  and  in  what  ways  does  the  organiza- 
tion of  the  junior  department  take  account  of  the 
instincts  of  pugnacity,  imitation,  rivalry,  collecting, 
justice,  and  the  group  ? 

k)  Are  twelve-year-old  pupils  included  in  the  junior  or 
in  the  boys'  and  girls'  department?  If  this  year 
is  included  in  the  junior  department,  is  there  any 
evidence  of  lack  of  homogeneity  with  the  depart- 
ment? 

/)  Is  each  department  articulated  with  the  one  immedi- 
ately preceding  it  and  the  one  immediately  following 
it  in  such  a  way  as  to  make  the  experience  in  the 
several  departments  continuous  ? 

m)  Are  weekly  conferences  of  the  officers  and  teachers 
of  the  departments  held?  What  is  done  at  these 
conferences  ? 

Aims: 

a)  What  are  the  general  aims  for  each  of  the  depart- 
ments ? 

b)  What  are  the  specific  aims  for  the  successive  grades 
in  each  of  the  departments  ? 

Materials  of  instruction: 

a)  Are  the  materials  properly  graded  to  suit  the  inter- 
ests, capacities,  and  experience  of  the  pupils  in  the 
various  departments  and  grades? 

b)  Give  an  outUne  of  the  themes  and  topics  for  the 
beginners'  and  primary  departments.  Are  these 
themes  arranged  topically  rather  than  chronologi- 
cally ?    Is  each  topic  or  theme  a  unity  in  itself  ? 

c)  Is  the  course  of  study  for  the  juniors  so  selected  and 
arranged  as  to  present  for  imitation  the  great  heroic 
characters  of  the  Bible  ?  Are  these  characters  pre- 
sented as  history,  as  biography  chronologically  ar- 
ranged, or  as  biography  irrespective  of  chronology  ? 


150    Religious  Education  in  the  Local  Church 

d)  Is  the  geographical  setting  introduced  in  the  junior 
grades  ? 

e)  Are  supplemental  materials  taught  in  the  junior 
department,  such  as  the  divisions  of  the  Bible,  the 
history  of  the  EngHsh  Bible,  Bible  geography,  the 
manners  and  customs  of  the  people  ? 

/)  Does  the  junior  course  of  study  make  provision  for 
the  possible  spiritual  awakening  of  the  pupil  in  the 
last  year  of  the  department  ?    How  ? 

g)  What  means  other  than  the  course  of  study  are 
used  in  the  later  years  of  the  junior  department  to 
stimulate  a  personal  and  public  decision  for  Christ  ? 
What  motives  are  used  ? 

5.  Method: 

a)  Is  the  story,  modified  in  the  junior  grades,  used  as 
the  method  of  presentation? 

(i)  Does  the  story  as  told  possess  the  characteristics 
of  suggestiveness,  unity,  concreteness,  brevity, 
action,  and  simpHcity  ? 

(2)  Does  the  story  as  presented  have  an  introduc- 
tion, the  narration  of  events,  a  climax,  and  a  con- 
clusion that  leaves  the  mind  at  rest  ? 

b)  Is  the  attention  of  the  pupils  active  or  passive  ? 

c)  Is  the  doing  approach  used  in  the  presentation  of  the 
lesson  in  the  jimior  department? 

d)  Is  there  abundant  activity  of  the  hand,  especially 
in  the  junior  department  ? 

6.  Expressional  activities: 

a)  Are  abundant  opportunities  given  for  the  expression 
of  the  lesson  in  the  beginners'  and  primary  depart- 
ments through: 
(i)  Handwork,  such  as  drawing,  paper  tearing  and 

cutting,  the  coloring  and  pasting  of  pictures,  and 

the  use  of  the  sand  board  ? 


Departmental  Schedules  151 

(2)  The  retelling  of  the  story  ? 

(3)  Physical  movement,  especially  in  dramatization  ? 

(4)  Song  and  prayer  ? 

(5)  Some  form  of  helpful  service  ? 

b)  Are  abundant  opportunities  given  for  expression  in 
the  junior  department  through: 

(i)  Handwork,  such  as  coloring  and  pasting  pictures, 
drawing,  illustrative  work,  and  geography  work 
in  clay  and  pulp  ? 

(2)  Dramatization? 

(3)  Conduct? 

(4)  Service,  such  as  giving  to  the  local  church  and 
to  missions,  and  numerous  forms  of  personal 
service  ? 

(5)  Worship? 

c)  Is  emphasis  placed  upon  the  formation  of  right 
habits  in  the  junior  department,  as  in  punctuality, 
orderliness,  obedience,  generosity,  prayer,  and  church 
attendance  ? 

7.  Have  definite  standards  been  worked  out  by  which  to 
measure  the  work  of  each  of  these  departments  and  of 
each  grade  in  the  departments  ?  If  so,  what  are  these 
standards  ? 

8.  Program: 

a)  Make  an  outline  of  the  program  for  each  department. 

b)  Upon  what  basis  is  the  program  built,  such  as  the 
seasons  of  the  year,  topics,  or  virtues  and  duties  ? 

c)  Does  it  have  unity  and  variety  ? 

d)  Does  it  provide  for  periods  of  relaxation,  especially 
in  the  beginners'  and  primary  departments  ? 

9.  Music: 

a)  Is  the  content  of  the  songs  within  the  interests  and 
experience  of  the  children  ? 

b)  Are  the  children  led  to  feel  the  meaning  of  the  words  ? 


152    Religious  Education  in  the  Local  Church 

c)  Are  the  notes  of  the  music  within  the  compass  of  the 
children's  voices  ? 

d)  Are  the  children  taught  to  sing  softly  so  as  not  to 
strain  their  voices  ? 

e)  Are  the  songs  in  the  beginners'  and  primary  depart- 
ments taught  by  imitation  and  participation  or  by 
memorization  ? 

/)  In  the  junior  department  are  the  great  hymns  of  the 
church  memorized  and  used  ? 

10.  Giving: 

a)  Is  the  giving  made  educational  and  worshipful? 

b)  Is  it  the  expression  of  the  impulse  of  the  children 
to  give  for  the  work  of  the  church  and  to  help 
others  ? 

c)  Is  the  purpose  of  giving  made  concrete  and  clear  to 
the  children  ? 

11.  Is  church  attendance  sought  in  the  junior  department? 

If  so,  how  ? 

a)  Is  credit  given  for  church  attendance  ? 

b)  Is  there  a  junior  congregation  ? 

c)  Are  clubs  organized  within  the  department  to  pro- 
mote church  attendance  ? 

d)  Are  the  school  program  and  the  church  service 
unified  ? 

e)  Are  children's  sermons  preached  ? 
/)  Is  the  entire  service  modified? 

12.  The  personal  Hfe  of  the  pupil: 

a)  Are  the  birthdays  of  the  children  recognized  by  an 
appropriate  ceremony  or  a  letter  ? 

b)  Are  the  pupils  visited  in  their  homes,  especially  after 
absences  ? 

13.  What  is  the  "tone"  or  "atmosphere"  of  the  depart- 
ments? Is  it  cheerful  and  stimulating  and  religious? 
Is  it  spontaneous  or  restrained  ? 


Departmental  Schedules  153 

REFERENCES  FOR  READING 

Adler,  Felix.    Moral  Instruction  of  Children. 

Archibald,  E.  J.     The  Primary  Department. 

Athearn,  Walter  S.     The  Church  School,  chaps,  iv,  v,  vi,  and  vii. 

Atwood,  Nora.    Kindergarten  Theory  and  Practice. 

Bailey,  Caroline  S.     The  Outdoor  Story  Book. 

Bryant,  S.  C.    How  to  Tell  Stories  to  Children. 

.    Stories  to  Tell  to  Children. 

Chenery,  Susan.    As  the  Twig  Is  Bent. 

.    Pupil  Self -Government. 

Cronson,  Bernard.     Methods  in  Elementary-School  Studies. 
Curtis,  Elnora  Whitman.     The  Dramatic  Instinct  in  Education. 
Curtis,  Henry  S.    Education  through  Play. 

.    Practical  Conduct  of  Play. 

.     The  Play  Movement  and  Its  Significance. 

Dawson,  G.  E.     The  Child  and  His  Religion. 
Dewey,  John.    Interest  and  Efort. 

.     The  Child  and  the  Curriculum. 

.     The  Moral  Principle  in  Education. 

Dobbs,  Ella  Victoria.    Illustrative  Handwork. 
Du  Bois,  Patterson.     The  Natural  Way. 

.     The  Point  of  Contact  in  Teaching. 

Essenwein  and  Stockard,  Children's  Stories:  How  to  Tell  Them. 

Harrison,  Elizabeth.    A  Study  of  Child  N attire. 

Hervey,  W.  L.    Picture  Work. 

Hutton,  J.  Gertrude.     The  Missionary  Education  of  Juniors. 

Jacobs,  Alice,  and  Lincoln,  Armina  C.     The  Elementary  Worker 

and  His  Work. 
Kilpatrick,  William  H.    FroebeVs  Kindergarten  Principles. 
Kirkpatrick,  E.  A.    Fundamentals  of  Child  Study. 
Lamoreaux,  Mrs.  A.  A.     The  Unfolding  Life. 
Lewis,  Hazel  A.    How  to  Conduct  a  Begimiers'  Department. 
Littlefield,  M.  S.    Handwork  i?t  the  Sunday  School. 
Mangold,  George  B.    Child  Problems. 

.    Problems  of  Child  Welfare. 

Mumford,  E.  E.  R.     The  Dawn  of  Character. 
Robinson.     The  Junior  Worker  and  His  Work. 


154    Religious  Education  in  the  Local  Church 

Rowland,  Kate  H.,  and  Smith,  Carrie  H.    Primary  Teachers* 

Manual. 
St.  John,  E.  P.     Child  Nature  and  Child  Nurture. 

.     Stories  and  Story  Telling. 

Smith,  Carrie  H.,  and  Rowland,  Kate  H.    Beginners*  Teachers* 

Manual. 
Sully,  James.     Children's  Ways. 
Thomas,  Marion.    Primary  Progress. 
Wardle,  Addie  Grace.    Handwork  in  Religious  Education. 
Warner,  Caroline  S.    Star  Stories  for  Little  Folks. 
Weigle,  L.  A.     The  Pupil  and  the  Teacher. 

B.    The  Secondary  Division 

1.  Equipment: 

a)  Does  the  secondary  division  or  each  of  the  depart- 
ments in  it  have  a  separate  assembly  room  ? 
h)  Does  each  class  have  a  separate  classroom? 

c)  Are  the  rooms  provided  with  work  tables  or  chairs 
with  arm  rests  ? 

d)  Are  the  rooms  and  the  departments  adequately  pro- 
vided with  blackboards,  maps,  sand  tables,  and  trays 
for  the  lower  grades,  and  stereographs,  models,  refer- 
ence books,  plastic  materials,  and  curios  for  the 
upper  grades? 

e)  What  books  are  in  the  reference  library  ? 

/)  Is  there  a  place  for  wraps  to  be  hung  during  the 
session  of  the  school  ? 

2.  Organization: 

a)  What  is  the  type  of  secondary  organization: 

(i)  Intermediate    department,    ages    thirteen    to 

sixteen,  and  senior  department,  ages  seventeen 

to  twenty  ? 
(2)  Boys'  and  girls'  division,  ages  twelve  or  thirteen 

to  seventeen,  and  young  people's  division,  ages 

eighteen  to  twenty-four  ? 


Departmental  Schedules  155 

b)  To  what  extent  are  the  departments  or  the  divisions 
organized  on  the  basis  of  pupil  self-government, 
with  pupil  officers  and  council?  If  there  is  pupil 
self-government,  are  there  adult  advisers  ?  How  are 
they  related  to  the  departmental  and  the  school 
organization  ? 

c)  Are  the  boys  and  girls  organized  separately  in  their 
departments  or  divisions,  or  is  there  one  organization 
for  the  entire  department  or  division  ? 

d)  Are  the  sexes  separated  or  mixed  in  the  classes  ? 

e)  How  large  are  the  class  groups  ? 

/)  What  is  made  the  basis  for  the  class  groupings: 

(i)  Age? 

(2)  Or  the  natural  groupings  of  everyday  Ufe  ? 
g)  Are  the  classes  organized  ?    Give  plan  of  organization. 
h)  Are  through-the-week  meetings  of  the  class  held? 

Give  a  schedule  of  these  meetings  and  their  character. 
i)  Are  the  boys'  classes  taught  by  men  and  the  girls' 

classes  by  women?    What  is  the  success  of  such 

classes  compared  with  those  taught  otherwise,  as 

measured  by: 

(i)  Regularity  of  attendance? 

(2)  Interest? 

(3)  Quality  of  work  done  ? 

j)  Is  there  a  definite  group  consciousness  in  the  classes  ? 

In  the  departments  ?    In  the  secondary  division  as 

a  whole  ? 
k)  Is  the  department  or  the  division  definitely  connected 

with  the  rest  of  the  school?    With  the  church? 

With  the  community  by  a  sense  of  responsibihty 

and  service  ? 
/)  Are  there  auxiliary  organizations  for  adolescents 

in  the  church  ?    Has  any  attempt  been  made  at  their 

unification  or  correlation  ? 


156    Religious  Education  in  the  Local  Church 

3.  What  are  the  defined  aims  of  the  secondary  division? 
Of  the  departments?  Of  the  several  years  in  the 
departments  ? 

4.  Materials: 

a)  For  the  earlier  grades: 

(i)  Are  the  materials  biographical  rather  than  his- 
torical or  topical  ? 

(2)  Do  they  place  the  primary  emphasis  upon 
motive,  incentives,  aims,  and  achievements? 

(3)  Do  the  biographical  studies  culminate  in  the  life 
of  Christ  ? 

(4)  Are  modern  religious  characters  introduced? 

(5)  Do  the  materials  emphasize  ethical  studies  for 
the  pupil  and  seek  to  fit  him  to  live  in  organized 
life? 

b)  For  the  later  years  of  adolescence: 

(i)  Does  the  content  of  the  course  of  study  consist 
of  such  items  as  the  literature  of  the  Bible, 
the  history  of  the  Bible,  the  social  and  ethi- 
cal teachings  of  Jesus  and  the  prophets,  the 
history  of  the  church,  missions,  modern  religious 
leaders,  the  organization  and  management  of 
the  local  church,  and  social  problems  and 
duties  ? 

(2)  Are  the  materials  calculated  to  inspire  as  well  as 
to  instruct  ? 

(3)  Are  the  courses  elective  in  whole  or  in  part  ? 

(4)  Do  they  present  the  various  fields  of  human 
endeavor  as  grounds  for  possible  vocational 
choice  ? 

(5)  Do  they  stimulate  a  personal  and  public  decision 
for  Christ  ? 

(6)  Is  there  an  opportunity  for  the  young  people  to 
select  teacher  training  ? 


Departmental  Schedules  157 

Methods: 

a)  Is  the  teaching  prunarily  for  facts  or  for  thought  ? 

b)  Is  the  chief  dependence  placed  upon  free  discussion  in 
the  class  as  a  means  of  self-activity  and  of  self- 
expression  ?  Is  there  a  positive  social  spirit  in  the 
class  session  ? 

c)  Is  independent  work  assigned  the  pupils  for  investi- 
gation and  report  ?  Are  these  reports  worked  over 
in  the  class  ? 

d)  What  methods  are  employed  to  vitalize  the  materials 
of  instruction  by  approaching  them  through  the 
experience  of  the  pupils  ? 

Activities: 

a)  Are  group  activities  undertaken  by  the  classes  or  by 
the  departments  as  such  ? 

b)  Make  a  Ust  of  activities. 

c)  Do  these  activities  arise  out  of  the  local  situation  and 
are  they  related  to  the  real  needs  of  the  pupils  ? 

d)  Does  the  group  decide  upon  the  appropriateness  or 
the  worthfulness  of  its  activities  after  discussion  ? 

e)  Are  these  activities  of  such  a  nature  as  to  prepare  the 
way  for  the  future  responsibilities  and  activities  of 
these  young  people  in  the  home,  the  church,  the  state, 
and  the  community  ? 

Evangelism: 

a)  What  proportion  of  the  secondary  division  are  mem- 
bers of  the  church  ? 

b)  At  what  age  do  public  decisions  for  Christ  most  fre- 
quently occur  ? 

c)  Is  the  course  of  study  consciously  constructed  so  as 
to  stimulate  a  personal  decision  during  this  period  ? 
In  what  ways?  At  what  specific  points  is  this 
stimulation  brought  to  bear  ? 

d)  Do  the  teachers  consciously  adapt  their  methods  to 
this  end. 


158    Religious  Education  in  the  Local  Church 

e)  A^Hiat  immediate  methods  outside  of  the  course  of 
study  and  the  personal  influence  of  the  teacher  are 
used  to  stimulate  this  decision  ? 

/)  Is  there  specific  instruction  as  to  the  meaning  of  a 
personal  decision  for  Christ  and  the  responsibihties 
and  duties  of  church  membership  ?  Is  this  definitely 
connected  with  actual  Christian  living  in  the  social 
relation  of  the  homes,  school,  and  community,  as 
well  as  of  the  church  ? 

8.  Is  sex  education  given  in  the  secondary  division  ? 
a)  At  what  point  in  the  course  of  study  ? 

h)  What  methods  are  used  ? 

c)  What  are  the  appreciable  results  ? 

9.  Elimination: 

a)  What  proportion  of  those  who  enrol  or  are  promoted 
into  the  secondary  division  complete  the  course  of 
study  ? 

h)  In  what  grades  is  the  elimination  greatest  ? 

c)  Are  there  evident  weaknesses  in  these  grades  where 
the  ehmination  is  greatest  in  respect  to: 

(i)  Organization? 

(2)  Course  of  study  ? 

(3)  The  personaHty  of  the  teacher  ? 

d)  What  causes  entirely  outside  of  the  control  of  the 
school  are  at  work  ? 

10.  What  proportion  of  the  pupils  attend  the  regular  services 
of  the  church?  What  conscious  efforts  are  made  to 
secure  church  attendance  ? 

11.  Vocational  guidance: 

a)  Are  the  principal  fields  of  human  endeavor  ade- 
quately presented  with  a  view  to  assisting  the  pupil 
in  making  a  wise  choice  of  a  Hfe-vocation  ? 

h)  Is  the  pupil  led  to  study  his  interests  and  capacities 
with  reference  to  these  fields  ? 


Departmental  Schedules  159 

c)  Do  the  pupils  in  the  secondary  division  think  of 
their  choice  of  a  vocation  as  involving  a  religious 
choice  ? 

d)  How  many  of  the  pupils  are  already  engaged  in 
earning  their  own  economic  support?  How  are 
these  workers  distributed  by  ages  ? 

REFERENCES  FOR  READING 

Addams,  Jane,     The  Spirit  of  Youth  and  the  City  Streets. 
Alexander,  J.  L.    Boy  Training. 

.     The  Sunday  School  and  the  Teens. 

.     The  Teens  and  the  Rural  Stmday  School. 

Athearn,  Walter  S.     The  Church  School,  chaps,  viii  and  xix. 
Bowen,  Louise  de  K.    Safeguards  for  City  Youth  at  Work  and  at 

Play. 
Burr,  H.  H.    Every  Boy. 

Coe,  George  A.    Education  in  Religion  and  Morals,  chap.  xv. 
Cronson,  Bernard.    Ptipil  Self -Government. 
Curtis,  Elnora  Whitman.     The  Dramatic  Instinct  in  Education. 
Curtis,  Henry  S.    Educatioft  through  Play. 

.    Practical  Conduct  of  Play. 

.     The  Play  Movement  and  Its  Significance. 

Engel,  Sigmund.     The  Elements  of  Child  Protection. 
Fiske,  G.  W.    Boy  Life  and  Self -Government. 
Forbush,  W.  B.    Church  Work  with  Boys. 

.     The  Boy  Problem. 

Foster.     The  Boy  and  the  Church. 
Hall,  G.  S.     Adolescence,  2  vols. 

.     Youth,  Its  Education,  Regimen,  and  Hygiene. 

Hanus,  Paul  H.    A  Modern  School. 

Hoben,  Allan.     The  Minister  and  the  Boy. 

Lee,  Joseph.    Play  in  Education. 

Lewis,  E.  S.     The  Intermediate  Worker  and  His  Work. 

.     The  Senior  Worker  and  His  Work. 

Maus,  Cynthia  Pearl.     Youth  and  the  Church. 
McKeever,  W.  A.    Farm  Boys  and  Girls. 
.     Training  the  Boy. 


i6o    Religious  Education  in  the  Local  Church 

McKeever,  W.  A.     Training  the  Girl. 
McKinley,  C.  E.    Educational  Evangelism. 
Moore,  Harry  H.     The  Youth  and  the  Nation. 
Pelham,  H.  C.     Training  the  Working  Boy. 
Puffer,  J.  Adams.     The  Boy  and  His  Gang. 
Slattery,  Margaret.     The  Girl  and  Her  Religion. 

.     The  Girl  in  Her  Teens. 

Snedden,  David.    Problems  of  Secondary  Education. 
Weigle,  L.  A.     The  Pupil  and  the  Teacher,  chaps,  vi  and  vii. 
Woods.  R.  A.,  and  Kennedy,  A.  J.     Young  Working  Girls. 

C.    The  Adult  Division 

I.  Does  the  school  think  of  its  work  with  the  adults  as 
continuous  with  the  religious  education  of  children  and 
young  people  or  as  something  added   to   the  normal 
educational  process  ? 
^  2.  Equipment: 

a)  Does  the  adult  division  have  an  assembly  room  for 
separate  worship  and  departmental  meetings?    Or 
does  the  division  meet  with  the  entire  school  above 
the  primary  department?    Or  does  each  class  con- 
duct its  own  devotional  service  ? 
I  h)  Does  each  class  have  a  separate  classroom  ? 
^  c)  Are  the  classrooms  adequately  equipped  with  chairs 
with  arm  rests  for  writing,  blackboards,  maps,  charts, 
and  Bibles  ? 
•  d)  Does  the  division  have  sufficient  reference  books  for 

the  teachers  and  pupils  ? 
3.  Organization: 

a)  Are  the  adult  classes  organized  into  a  department  ? 
h)  Give  an  outline  of  the  departmental  organization. 

c)  Do   the   officers   and   teachers   hold   departmental 
meetings  ?    What  is  the  character  of  these  meetings  ? 

d)  Do  the  men  and  women  meet  separately  or  in  mixed 
classes  ? 


Departmental  Schedules  i6i 

e)  How  do  separate  and  mixed  classes  compare  in  suc- 
cess as  measured  by: 
(i)  Enrolment? 

(2)  Regularity  of  attendance  ? 

(3)  Interest? 

(4)  Character  of  work  done  ? 

/)  Are  the  classes  organized  ?     Give  plan  of  organiza- 
tion. 
g)  How  do  organized  classes  compare  with  unorganized 

classes  in  success  as  measured  by: 

(i)  Regularity  of  attendance? 

(2)  Interest? 

(3)  Character  of  work  done  ? 

'  h)  Is  the  principal  emphasis  placed  upon  large  classes  or 
upon  small  and  efi&cient  study  groups  ? 
i)  What  is  the  character  of  the  work  done  in  the  adult 

classes  from  an  educational  standpoint  ? 
j)  What  special  t)^es  of  classes  are  there,  such  as: 
(i)  Men  or  women  of  different  ages  ? 
,   (2)  Men  or  women  of  different  vocations  ? 
I  (3)  Student  classes  ? 

i  (4)  Classes  for  training  church  officials  or  teachers 
and  officers  in  the  local  school  ? 

(5)  Parents'  classes  ? 

(6)  Home  study  classes  ? 

I  (7)  Shop  or  factory  classes  ? 

(8)  Neighborhood  classes  ? 

(9)  Classes  for  immigrants  ? 

k)  Are  the  classes  homogeneous  with  reference  to  age, 

interests,  ability,  or  experience  ? 
/)  Do   the   classes   have   through-the-week   sessions? 

Give  schedule  and  program  of  work. 
m)  Do  some  classes  hold  their  sessions  through  the  week 

and  not  on  Sundays  ? 


i62    Religious  Education  in  the  Local  Church 

1  n)  To  what  extent,  if  at  all,  do  the  adult  classes  com- 
pete with  the  regular  church  services  ? 
o)  Are  there  other  adult  organizations  in  the  church 
carrying  on  instructional  or  service  activities  ?    Has 
any  effort  been  made  to  correlate  them  with  the  work 
of  the  school  ? 
-■^  4.  How  are  the  aims  for  the  adult  division  defined  ? 
5.  Materials  of  instruction : 

a)  Are  the  courses  organized  on  an  elective  basis  ? 

b)  Is  a  wide  variety  of  courses  offered,  including  such 
courses  as: 

(i)  BibUcal  literature  ? 

(2)  The  teachings  of  Jesus  and  of  Paul  ? 

(3)  The  books  of  the  Bible  ? 

(4)  The  social  teachings  of  Jesus  and  of  the  proph- 
ets? 

(5)  The  canon  ? 

(6)  The  history  of  the  Bible  ? 

(7)  Church  history  ? 

(8)  Denominational  history  ? 

(9)  Missions? 

(10)  Social  relations  and  duties  ? 

(11)  The  rehgious  message  of  art  and  literature? 

(12)  The  nurture  of  children? 

(13)  Home  economy? 

(14)  The  history  of  religion  ? 

(15)  Teacher  training  ? 

(16)  The  training  of  church  officials  ? 

c)  What  provisions  are  made  for  persons  who  have 
neither  the  time  nor  the  habits  for  serious  study  ? 

.'6.  Method: 

a)  Does  free  discussion  characterize  the  class  meetings  ? 

b)  Is  there  a  social  spirit  in  the  class  meetings  ? 

c)  Is  independent  work  assigned  for  investigation  and 
report  ? 


Departmental  Schedules  163 

7.  Activities: 

a)  Is  adequate  opportunity  given  for  expression  in  the 
form  of  service  ? 

b)  Are  these  service  activities  under  the  direction  of  the 
church  or  of  the  school  ? 

c)  Is  there  any  confusion  or  overlapping  through 
multiplicity  of  organizations  ? 

d)  Is  there  a  definite  service  program  for  the  entire 
adult  membership  of  the  church?  Is  it  correlated 
with  the  study  classes  ? 

e)  Is  there  an  effort  made  to  give  every  adult  member  of 
the  school  and  church  a  specific  responsibihty  and 
task? 

/)  Make  a  list  of  the  activities  of  the  adult  classes: 
(i)  Church  activities. 

(2)  Community  and  social  service. 

(3)  Missionary  and  philanthropic. 

REFERENCES  FOR  READING 

Athearn,  Walter  S.     The  Church  School,  chap.  x. 
Barclay,  W.  C.     The  Adult  Worker  and  His  Work. 
Pierce,  W.  C.     The  Adult  Bible  Class. 
Wells,  A.  R.     The  Ideal  Adult  Class  in  the  Sunday  School. 
Wood,  I.  F.    Adult  Class  Study. 

Wood,  I.  F.,  and  Hall,  N.  M.    Adult  Bible  Classes  and  How  to 
Conduct  Them. 


CHAPTER  IX 

SCHEDULE  FOR  OBSERVING  A  CLASS 
RECITATION 

1.  The  class  observed: 

a)  What  was  the  age  of  the  pupils  ? 

b)  What  was  the  sex  of  the  pupils  ? 

c)  How  large  was  the  class  ?  How  many  are  enrolled  ? 
What  is  the  average  attendance? 

d)  Was  the  class  a  homogeneous  group  as  to  interests, 
ability,  experience,  and  as  to  social  class? 

e)  Was  the  class  organized?  Give  plan  of  organiza- 
tion. 

/)  How  far  was  the  class  responsible  for  the  activities  of 
the  session  ? 

2.  How  well  were  the  regular  details  of  the  class  session 
routinized,  such  as  the  handling  of  materials,  taking 
of  records,  offering  ? 

3.  Teaching  conditions: 

a)  Did  the  class  occupy  a  separate  room? 

b)  Was  the  room  equipped  with  chairs  with  arm  rests, 
or  work  tables,  maps,  charts,  and  illustrative  mate- 
rials. 

c)  Did  the  pupils  have  access  to  a  reference  library  ? 

d)  Was  the  room  well  lighted,  without  shadows? 

e)  Was  the  room  at  the  proper  temperature  ? 
/)  Was  the  room  well  ventilated  ? 

g)  Was  the  room  orderly — clean,  free  from  wraps,  and 

properly  arranged  ? 
h)  Were  there  interruptions  ?    What  was  their  nature  ? 

164 


Schedule  for  Observing  Class  Recitation    165 

4.  The  teacher: 
a)  Age? 

h)  Sex? 

c)  Personality? 

d)  Was  the  teacher  well  adapted  to  the  particular 
class  ? 

e)  What  was  the  teacher's  general  ability  and  prepara- 
tion? 

/)  What   was   the   teacher's   special   preparation   for 

teaching  ? 
g)  How  thorough  was  the  specific  preparation  for  the 

particular  lesson  observed  ? 
h)  Did  the  teacher  appear  to  be  teaching  up  to  his 

ability  ? 
i)  Was  the  teacher  alive  professionally  ? 

5.  Materials  of  instruction: 

a)  What  course  of  study  was  being  pursued  ? 

h)  Was  the  course  of  study  adapted  to  the  interests, 

capacities,  and  experience  of  the  pupils  ? 
c)  What  was  the  particular  lesson  ? 

6.  What  was  the  type  of  lesson: 
a)  For  drill? 

h)  For  appreciation  ? 

c)  For  reflective  thinking  ? 

7.  Lesson  plan: 

a)  Did  the  teacher  have  a  definite  and  prepared  lesson 
plan?  Reproduce  it  as  nearly  as  possible  from 
hearing  the  lesson  taught. 

b)  What  was  the  aim  of  the  lesson  ? 

c)  What  was  the  central  truth  to  be  impressed  ?  Was 
it  the  best  that  could  have  been  selected  ? 

d)  Was  the  plan  well  executed  ? 


i66    Religious  Education  in  the  Local  Church 

8.  Presentation: 

a)  Did  the  teacher  adequately  prepare  the  minds  of  the 
pupils  for  the  presentation  of  the  materials  of  the 
lesson  by  establishing  points  of  contact  and  awaken- 
ing interest  and  a  "set  of  mind"? 

b)  Were  sufficient  facts  presented  as  a  basis  for  the 
general  truth  ?  Were  these  facts  clear  ?  Were  they 
impressive  ? 

c)  Did  the  teacher  announce  his  own  conclusion  from 
the  facts  presented,  or  did  he  lead  the  pupils  to  think 
it  out  themselves,  inductively?  Did  the  teacher 
state  the  general  truth  until  the  pupils  had  them- 
selves arrived  at  it  ? 

d)  Did  the  teacher  appear  to  be  teaching  for  memorized 
facts  or  for  thought  ? 

e)  Did  the  teacher  give  opportunity  for  the  application 
of  the  general  truth  of  the  lesson  in  new  situations  ? 

/)  Were  the  facts  properly  mechanized  ? 
g)  Were  the  questions: 

(i)  Of  such  a  nature  as  to  force  thinking,  or  were 

they  "leading  "  questions  that  could  be  answered 

by  "yes"  or  "no"? 

(2)  Were  they  sequential  and  cumulative  ? 

(3)  Did  they  test  knowledge  by  ability  to  use  it  in 
new  ways  ? 

h)  Did  the  teacher  "moraHze"  ? 

i)  Was  previously  assigned  work  called  for  ? 

j)  How  much  time  was  given  to  the  assignment  of  the 
following  lesson  ? 

k)  Was  the  lesson  material  approached  from  the  stand- 
point of  some  manual  or  social  activity  or  project 
that  required  the  securing  of  information  in  order 
to  solve  a  present  problem  or  to  proceed  to  the  next 
point? 


Schedule  for  Observing  Class  Recitation    167 

9.  Pupil  initiative: 

a)  To  what  extent  were  the  contributions  of  the  pupils 

used  in  the  class  meeting  ? 
h)  Was  the  attitude  of  the  pupils  passive  or  active  ? 

c)  Was  the  burden  of  the  work  of  the  recitation  upon 
the  pupils  or  upon  the  teacher  ? 

d)  Was  there  a  distinct  social  spirit  of  give  and  take  in 
the  recitation  ? 

e)  Did  the  pupils  report  on  the  independent  investiga- 
tions which  they  had  undertaken  ? 

10.  Was  the  work  of  the  recitation  consciously  related  to  the 
home,  the  school,  the  community,  and  to  the  everyday 
experience  of  the  pupils,  or  was  it  isolated  ? 

11.  Was    abundant    opportunity    given    for    expressional 

activities  in  the  form  of  : 
a)  Handwork  ?    Of  what  types  ? 
h)  Free  discussion  ? 

c)  Conduct? 

d)  Worship? 

e)  Giving? 
/)  Service? 

12.  The  reaction  of  the  pupils: 

a)  Was  the  interest  of  the  pupils  active  or  passive  ? 
h)  Was  the  interest  of  the  pupils  primarily  in  the  lesson, 

in  the  personality  of  the  teacher,  or  in  teaching 

devices  ? 

c)  Were  there  any  cases  of  inattention?  What 
were  the  causes?  How  did  the  teacher  overcome 
them? 

d)  Were  there  any  cases  of  disorder?  How  did  the 
teacher  deal  with  them  ? 

13.  Does  the  class  carry  on  through-the-week  activities? 

If  so,  how  are  these  related  to  the  Sunday  session  of 
the  class  ? 


1 68    Religious  Education  in  the  Local  Church 

14.  What  was  the  "tone"  or  "atmosphere"  of  the  class? 
Was  it  enthusiastic,  spontaneous,  sympathetic,  social, 

reHgious  ? 

15.  Are  the  pupils  taught  how  to  study? 

16.  Is  there  supervised  study  ?    How  is  it  organized  ? 

REFERENCES  FOR  READING 

Betts,  George  H.     Class-Room  Method  and  Management. 

.     The  Recitation. 

De  Garmo,  Charles.     Interest  and  Education. 
Dewey,  John.    How  We  Think. 

.     Interest  and  Effort  in  Education. 

.     The  Child  and  the  Curriculum. 

.     The  School  and  Society. 

Dexter,  T.  E.  F.,  and  Garlick,  A.  H.    Psychology  in  the  Scliool- 

room. 
Earhart,  Lida  B.     Teaching  Children  to  Study. 
Garlick,  A.  H.     A  New  Manual  of  Method. 
Hall,  John  W.     The  Question  as  a  Factor  in  Teaching. 
Hall-Quest,  Alfred  L.     Supervised  Study. 
Haywood,  Frank  H.     The  Lesson  in  Appreciation. 
Jones,  Olive  M.     Teaching  the  Children  to  Study. 
Kennedy,  Joseph.     Fundamentals  in  Method. 
McMurry,  Charles  A.     The  Elements  of  General  Method. 
McMurry,  F.  M.     How  to  Study  and  Teaching  How  to  Study. 
McMurry,  F.  M.  and  C.  A.     The  Method  of  the  Recitation. 
O'Shea,  M.  V.     Everyday  Problems  in  Teaching. 
Strayer,  George  D.     A  Brief  Course  in  the  Teaching  Process. 
Strayer,  G.  D.,  and  Northsworthy,  Naomi.    How  to  Teach. 
Thorndike,  Edward  L.     Individuality. 

.     Principles  of  Teaching. 

Weigle,  Luther  A.     The  Pupil  and  the  Teacher,  Part  II. 
Wilson,  H.  B.  and  G.  M.    Motivation  in  School  Work. 


BIBLIOGRAPHY 


ON  THE   SOCIAL   SURVEY 


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Bailey,  L.  H.     Survey-Idea  in  Country  Life  Work,  191 1. 

Blackmar,  F.  W.  Purpose  and  Benefits  of  Social  Surveys, 
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Branford,  V.  V.  "The  Sociological  Survey,"  Sociological 
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Burgess,  E.  W.  "The  Social  Survey,"  American  Journal 
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Chaddock,  R.  E.  "Statistical  Methods  in  Survey  Work," 
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Galpin,  C.  J.  Method  of  Taking  a  Social  Survey  of  a  Rural 
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Gillm,  J.  L.  "The  Social  Survey  and  Its  Future  Develop- 
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170    Religious  Education  in  the  Local  Church 

Gillin,  J.  L.  "The  Social  Survey  and  Small  Communities," 
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Goldmark,  Pauline,     West  Side  Studies,  1914. 

Gross,  Murray.  "Civic  and  Social  Surveys  and  Commu- 
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Harrison,  Shelby  M.  "A  Scheme  for  a  Sanitary  Survey," 
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Jones,'Thomas  J.  The  Sociology  of  a  New  York  City  Block} 
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KeUogg,  Paul  U.  "The  Spread  of  the  Survey  Idea,"  Pro- 
ceedings of  the  American  Academy  of  Political  Science, 
July,  191 2. 

"Making    a    Recreational    Survey,"    Playground,    April, 

1913- 

Pamphlets  reporting  studies  in  the  Chicago  Stock- Yards 
district,  pubhshed  by  the  University  of  Chicago  Settle- 
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Pierce,  Paul  S.  Social  Surveys  of  Three  Rural  Townships 
in  Iowa.     University  of  Iowa  Monographs,  191 7. 

Pittsburgh  Survey,  6  vols.     Paul  U.  Kellogg,  editor. 

Potter,  Zenos  L.  The  Survey:  A  Bibliography.  Russell 
Sage  Foundation,  191 5. 

"Recreation  Survey"  (Milwaukee),  Playground,  May,  191 2. 

"Relation  of  Neighborhood  Survey  to  Social  Needs,"  Pro- 
ceedings of  the  American  Academy  of  Political  Science, 
July,  191 2. 

Richmond,  Mary  E.    Social  Diagnosis,  191 7. 

"Social  Survey  by  College  Students,"  American  City,  July, 
1916. 

"Surveying  the  Country-side,"  Countryside,  November, 
1914. 

"Surveys  and  Surveys"  (Editorial),  Survey,  February,  1916. 


Bibliography  171 

Thompson,  C.  W.,  and  Warber,  G.  P.  Social  and  Economic 
Survey  of  a  Community  in  Northwestern  Minnesota. 
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Topeka  Improvement  Survey.  Shelby  M.  Harrison,  editor, 
1914. 

Von  Tungeln,  George  H.  The  Survey  as  a  Guide  to  Rural 
Progress.  Agriculture  Experiment  Station,  Iowa  State 
College,  Circular  No.  24,  191 5. 

Wells,  George  F.  A  Social  Survey  for  Rural  Communities, 
1911. 

Wilson,  Warren  H.  Rural  Survey  in  Arkansas,  1913.  See 
also  similar  surveys  of  Illinois,  Missouri,  Ohio,  Penn- 
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ON  THE  EDUCATIONAL   SURVEY 

Allen,  WiUiam  H.  Self -Surveys  of  Colleges  and  Universities, 
1917. 

Allen,  W.  H.,  and  Pearse,  C.  G.  Self -Surveys  by  Teacher - 
Training  Schools ,  1 9 1 7 . 

Ayres,  Leonard  P.  "School  Surveys,"  Journal  of  Educa- 
tion, June,  191 5. 

.     "School  Surveys,"  School  and  Society,  April,  1915. 

.     The  Cleveland  School  Survey  (a  summary  volume), 

1917. 

Bliss,  Don  C.  Methods  and  Standards  for  Local  School 
Surveys,  1918. 

Buckner,  E.  F.  "School  Surveys,"  Report  of  the  Commis- 
sioner of  Education,  1914.  United  States  Bureau  of 
Education. 

Cleveland  Educational  Survey  Reports  (25  vols.,  edited  by 
L.  P.  Ayres,  J.  H.  Judd,  et  al.),  1917. 

Comparative  Study  of  Public-School  Systems  in  Forty-eight 
States.  Russell  Sage  Foundation,  Division  of  Educa- 
tion, 1913. 


172    Religious  Education  in  the  Local  Church 

Cubberley,  Ellwood  P.  "School  Surveys,"  Addresses  and 
Proceedings  of  the  National  Education  Association,  191 5. 

.     The  Portland  Survey,  191 5. 

"Discussion  of  Surveys  by  the  Department  of  Superin- 
tendence," Elementary  School  Journal,  April,  191 5. 

Duggan,  M.  L.  Educational  Survey  of  Bullock  County 
(Georgia),  1915. 

Dutton,  S.  T.  "Investigation  of  School  Systems,"  Journal 
of  Education,  March,  1914. 

"Educational  Inventory,"  Journal  of  Education,  October, 

1913- 
"Educational   Surveys,"   Journal   of  Education,   October, 

1912. 
Engleman,  J.  O.     "Surveys  as  Material  for  Professional 

Study    in    Teachers'    Meetings,"    Elementary    School 

Journal,  April,  191 6. 
Hanus,  Paul  H.    Report  on  the  Program  of  Studies  in  the 

Public  Schools  of  Montclair,  191 1.     (Out  of  print.) 
King,  Irving.    Education  for  Social  Efficiency,  1913. 
McAndrews,   William.     Report  of  Divisions  4   and  5   on 

Elementary  Schools,  Brooklyn. 
McFarland,  Raymond.     Secondary  Education  in  Vermont. 

Middlebury  College  Bulletin,  Vol.  VI,  No.  5. 
"Making  School  Facts  Town  Topics,"  Survey,  July,  1916. 
Maxwell,  William  H.     "Address  to  Principals  on  the  School 

Survey,"  Journal  of  Education,  October,  1914. 
Morgan,  Alexander.    Education  and  Social  Progress,  1916. 
Morse  and  Eastman.     An  Educational  Survey  of  a  Suburban 

and  Rural   County   (Montgomery   County,   Indiana). 

United  States  Bureau  of  Education,  Bulletin  No.  32, 

1913- 
"Plans  for  Organizing  School  Surveys  and  Summary  of 
Typical  School  Surveys,"  National  Society  for  the  Study 
of  Education,  19 14. 


Bibliography  173 

Potter,  Zenos  L.     The  Survey:    A  Bibliography.    Russell 

Sage  Foundation,  191 5. 
Robbins,  Charles  L.     The  School  as  a  Social  Institution, 

1918. 
Ross,  E.  A.     "Education  for  Social  Service,"  Addresses  and 

Proceedings  of  the  National  Education  Association,  19 14. 
Sargent,   G.   S.    Rural  and   Village  Schools  of  Colorado. 

Bulletin  of  the  Colorado  Agricultural  College,  Series 

XIV,  No.  5. 
"Science  of  the  Survey,"  Journal  of  Education,  May,  1915. 
Strayer,   George  D.     "Methods  of  the  School  Survey," 

Teachers^  College  Record,  January,  191 5. 
.     "Purpose,  Nature,  and  Conduct  of  School  Sur- 
veys," Journal  of  Education,  1914. 
Thomas,    W.    0.     "Education    for    PoKtical    and    Social 

Service,"  Addresses  and  Proceedings  of  the  National 

Education  Association,  19 14. 
Van  Sickel,  J.  H.,  Ayres,  L.  P.,  Kendall,  C.  N.,  and  Maxwell, 

W.  H.     "Investigation  of  the  Efficiency  of  Schools  and 

School   Systems,"   Addresses   and  Proceedings   of  the 

National  Education  Association,  191 5. 
Voght,  H.  W.    Rural  School  System  of  Minnesota.     United 

States  Bureau  of  Education,  Bulletin  No.  20,  191 5. 

Note. — It  has  seemed  unnecessary  to  include  a  longer 
list  of  available  literature  on  the  Survey  here.  The  fore- 
going bibhography  is  intended  to  be  only  suggestive  and 
representative  of  the  voluminous  literature  on  the  subject 
in  the  form  of  reports  of  surveys  and  discussion  of  the 
Cleveland  Survey  in  periodical  literature.  Students  desir- 
ing access  to  a  more  complete  list  will  consult  Zenos  L. 
Potter's  bibliography  and  the  indexes  to  current  literature. 


INDEX 

Page  numbers  in  black-face  type  refer  to  items  treated  in  the  schedule. 


Absentees,  124  f . 

Adult  division,  160  ff. 

Agencies  of  religious  education  in  the 

local  church,  65  ff. 
Aims  of  education,  7,  46,  69,  93  f ., 

149,  156,  162 
Athletics,  133 
Attendance,  123  ff. 

Beginners'  department,  147  ff. 
Building,  educational,  3,  6,  67,  94  ff., 

147,  154,  160,  164 
Bureau  of  Education,  49 

Church,  II  f.,  62  f.,  63  ff.,  65  f.,  68, 

69  f.,  74  f.,  90  ff. 
Church  attendance,  134  ff.,  152,  158 
City  school  survey,  16,  50 
City  social  survey,  38 
Class  organization,    102,    148,    155, 

161,  164 
Class  recitation,  164  ff. 
Classification  of  pupils,  120  ff. 
Cleveland  Survey,  49,  50,  52,  53,  56  ff., 

SQf-,  75,  8s 
Community:    relation  of  the  Sunday 

school  to,  88  ff.;  relation  of  Sunday 

school  to  institutions  of,  137  ff. 
Conservation  of  natural  and  human 

resources,  32  f. 
Control,  the  effort  of  science,  8,  10 
Correlation  of  educational  agencies  in 

the  local  church,  65  ff.,  92 
Cost  of  public  education,  47 
Country-life  conditions,  39  ff. 
Course  of  study,  68,  115  ff. 
Cradle  roll,  141  f. 

Democracy,  17  f.,  26  f.,  34,  46 
Departmental  organization,  loi  ff. 
Departmental  schedules,  147  ff. 
Director  of  religious  education,  99  ff. 
Discipline,  130  ff. 
District  survey,  38  f. 

Education:  means  of  self-realization, 
43,  4S;  a  social  process,  43  ff.;  the 
racial  experience  the  chief  materials 
of,  44;  a  method  of  social  control, 
45 ;  a  method  of  social  progress,  45; 
a  social  duty,  45  f.;   a  preparation 


for  citizenship,  46;  in  modem 
states,  46;  the  school  its  agency, 
46;  accomplished  through  a  social 
environment,  46;  cost  of,  47;  the 
social  responsibility  of  the  school, 
48;  the  survey  an  instrument  for 
social  accounting  of,  48 

Educational  committee,  98  f . 

Educational  survey,  43  ff.;  an  instru- 
ment for  the  social  accounting  of 
the  school,  48;  number  of,  49; 
technique  of  the  educational  survey, 
49;  of  the  city  school  system,  50; 
of  state  systems,  50;  of  rural 
schools,  so;  of  state  systems  com- 
paratively, so;  of  special  educa- 
tional problems,  so;  of  universities, 
si;  principles  of,  51 S.;  studies 
local  conditions,  51  f.;  an  extension 
of  the  supervisory  function,  S2; 
should  be  impersonal,  S2  f.;  stand- 
ard of  measurement,  53  ff.;  effec- 
tive publicity,  55  ff.;  results  in 
improvement  of  education,  58; 
problems  of,  58 

Elementary  division,  147  ff. 

Elimination,  122  f.,  158 

Equipment,  material,  67  f .,  94  ff., 
147  f.,  154,  160,  164 

Evaluation  of  results,  10  f . 

Evangelism,  142  ff.,  157  f. 

Experimentation,  9,  25,  72  f. 

Expert  knowledge,  19  ff.,  35 

Expressional  activities,  103,  107,  117, 
150  f.,  157,  163,  167 

Extension,  141  f. 

Finances  of  the  Sunday  school,  125  ff. 
Financial    support    of    improvement 
measures,  37 

General  Education  Board,  49 
Giving  in  the  Sunday  school,  126  £., 
152 

Home,  in  relation  to  the  Sunday 
school,  137 

Improvement  of  teachers  in  service, 

III  ff. 
Induction,  a  method  of  science,  7  f. 


175 


176    Religious  Education  in  the  Local  Church 


Institutions,  function  of,  34 
Intermediate  department,  154  ff. 

Junior  congregation,  135 

Junior  department  schedule,  147  ff. 

Juvenile  court,  139 

Lesson:   types  of,  165;   plan  of,  165; 

presentation  of,  166 
Local  church,  90  f. 

Materials  of  instruction,  4  f.,  11,  46  f., 
115  ff.,  149  f-.  156,  162,  165 

Method,  5  f-,  n,  47,  69,  150,  I57,  162 

Missions,  132 

Municipal  Research  Bureau,  21 

Municipal  survey,  15 

Music  in  the  church  and  Sunday 
school,  104  f.,  151  f. 

Object  of  the  survey,  17 
Objectivity,  a  method  of  science,  6 
Organization,  65,  98  ff.,  148  f.,  I54  U 
150!.,  160  f. 

Pathfinder  survey,  35 
Pittsburgh  Survey,  15,  24,  27 
Policies  in  education,  23  fE.,  58,  73 
Popularizing:    education,  56  ff.;    reli- 
gious education,  74,  145  f. 
Portland  Survey,  50,  52 
Prayer,  in  church  and  Sunday  school, 

105  f- 

Prediction,  a  method  of  science,  8. 

Primary  department  schedule,  147  ff. 

Principles:  of  the  survey,  general, 
18  ff.;  of  the  social  survey,  35  ff-J 
of  the  educational  survey,  51  ff. 

Problems:  of  city  social  survey,  38; 
of  rural  social  survey,  40  f-;  of  the 
educational  survey,  58;  of  the  reli- 
gious educational  survey,  76 

Program,  103  ff.,  151 

Progress,  10  ff.,  24,  28,  34 

Project  method,  117  f. 

Promotion  of  pupils,  120  ff. 

Promptness,  125 

Psychology  of  religion,  s 

Publicity,  26  f.,  37,  55  ff-,  74  f-,  I45  f- 

Public  library,  138  f. 

Public  opinion,  27,  37,  55 

Public  school,  64  f.,  137  f. 

Pupil  initiative,  167 

Pupils,  reaction  of,  167 

Reading  courses,  112 
Recitation,  107,  164  ff- 
Reconstruction,  10,  12,  23  f.,  37  f.,  58, 

69f.,  75 
Recreation  and  amusement,  139 
Reference  library,  97  f-,  i54,  160 


Religious  education:  a  specialized 
form  of  education,  62;  historical 
development  of,  62  f.;  differentiated 
from  secular  education,  62  f.;  a 
function  of  the  church,  62,  64; 
seeks  to  complete  educational 
process,  63  f.;  accountable  to  the 
church,  64  f.;  need  for  the  correla- 
tion of  the  agencies  of,  65  ff.; 
better  buildings  needed  for,  67; 
course  of  study  for,  68;  teacher 
supply  and  training  for,  68  f.; 
method  of,  69;  aims  of,  69;  the 
survey  an  instrument  for  measur- 
ing, 70  f.;  beginning  of  a  body  of 
expert  knowledge  concerning,  71; 
standards  and  tests  in,  71  f.;  the 
use  of  experimentation  in,  72;  the 
need  of  definite  and  far-reaching 
policies  in,  73  f. 

Religious  educational  survey,  62  ff.; 
the  institutions  of  religious  educa- 
tion differentiated  from  those  of 
secular  education,  62  f.;  theory 
and  practice  of,  take  departure 
from  general  education,  63  f.;  the 
church  and  society  hold  the  reli- 
gious educational  agencies  respon- 
sible, 63  ff.;  organization,  65  f.;  the 
church  should  demand  an  account- 
ing from  these  agencies,  65  ff.;  cor- 
relation of  agencies,  66  f.;  problems 
raised  by  the  survey,  66  ff.;  physi- 
cal equipment,  67  f.;  the  curric- 
ulum, 68;  the  personnel  and 
training  of  the  teaching  staff,  68  f.; 
method,  69;  aims,  69;  the  survey 
an  instrument  for  securing  progress 
in  religious  education,  70;  taking 
stock,  70  f.;  using  expert  knowl- 
edge, 71;  devising  standards  and 
tests,  71  ff.;  formulation  of  policies, 
73  f.;  popularizing  religious  educa- 
tion, 74  f.;  the  object  of  the  reli- 
gious educational  survey,  75;  the 
survey  a  means  for  the  improve- 
ment of  teachers,  75  f -5  funda- 
mental problems,  76;  possibility  of 
extending  the  survey  to  wider  fields 
in  religious  education,  77 

Rural  school  survey,  50 

Rural  survey,  39  ff-,  5° 

Russell  Sage  Foundation,  15,  21,  41, 
49  i;  50 

Sanitation,  96  f. 

Schedule  for  survey  of  religious  educa- 
tion, 80  ff. 

School,  46  ff.,  62 

Science,  stages  in  the  development  of, 
Sff. 

Scientific  knowledge,  advance  in,  34 


Index 


177 


Scientific  method,  3  ff.;  religious 
education  only  recently  affected  by 
it,  sff.;  the  fundamental  concepts 
of  scientific  method,  6ff.;  objec- 
tivity, 6;  induction,  6  f.;  verifica- 
tion, 7;  prediction,  8;  stages  in  the 
development  of  the  positive  sciences, 
8ff.;  observation  of  data,  9  f.; 
reconstruction  of  the  process,  10; 
a  means  of  control,  10  f.;  a  suffi- 
cient basis  of  experience  to  justify 
its  use  in  religious  education,  11  f.; 
its  rigid  application  the  hope  of 
progress  in  religious  education,  71; 
stimulated  by  the  use  of  the  survey 
by  local  workers,  76 

Secondary  division,  154  ff. 

Securing  new  members,  123  f. 

Self-criticism,  21,  28 

Senior  department,  154  ff. 

Sessions  of  the  Sunday  school,  103  f., 
167 

Sex  education,  132  f.,  158 

Social  activity,  133 

Social  character  of  human  life,  33  f. 

Social  responsibility  of  church  and 
school,  12,  17  f.,  48,  64  f.,  70,  75 

Social  survey,  30  ff.;  earliest  field  for 
use  of  survey,  30;  associated  with, 
but  different  from,  statistics,  30  f.; 
growing  desire  for  social  improve- 
ment, 34  f-;  applies  scientific 
method  to  social  problems,  34  f.; 
uses  expert  social  knowledge,  35  f.; 
studies  problems  in  relation  to  whole 
of  community,  36;  humanizes 
conditions,  36  f.;  seeks  to  arouse 
public  opinion,  37;  issues  in  recon- 
struction of  social  policies,  37;  city 
survey,  38;  district  survey,  38; 
rural  survey,  39  ff.;  special  subject 
surveys,  41 

Special  subjects,  schedule  for,  15, 
132  ff. 

Spiritual  crises,  117 

Springfield  Survey,  21,  35 

Standards  and  tests,  5  f.,  7,  22  f., 
S3  ff.,  69,  119  f.,  151 

Statistical  method,  23,  30  ff.,  53  f.,  86 

Sunday  school:  sprang  from  philan- 
thropic motive,  3  f.;    early  educa- 


tional conditions,  4  f.;  introduction 
of  the  scientific  method  into,  5  f.; 
the  chief  institution  for  religious 
education  in  the  local  church,  11  f.; 
needs  reconstruction,  12,  70;  spe- 
cialized institution  for  religious 
education,  63,  65;  responsible  to 
the  church,  64  f.;  teacher  supply 
and  training  for,  68  f . ;  should 
enter  upon  experimentation,  72  f. 
Supervised  study,  103,  107,  168 
Supervision,  4,  76,  98  ff.,  1 1 1  f . 
Survey,  14  ff.;  an  instrument  of 
progress,  14;  embodies  the  scien- 
tific spirit,  14;  a  modern  device, 
14  f.;  spread  of,  15;  number  of,  15; 
use  of  in  education,  16;  refinement 
of  method  of,  16;  literature  of, 
16  f.;  field  of,  17;  object  of,  17,  35; 
principles  of,  18  ff.;  studies  exist- 
ing conditions,  18  f.;  uses  expert 
knowledge,  19  ff.;  agencies  avail- 
able, 21  f.;  evaluates  results,  22; 
results  in  adoption  of  policies,  23  f.; 
instrument  for  testing  policies, 
24  f.;  its  use  of  publicity,  26  f.;  a 
means  of  improving  teachers,  28; 
not  to  be  identified  with  pathologi- 
cal conditions,  35;  an  instrument 
of  social  accounting,  48;  should  be 
continuous,  27  f. 

Teacher  training,  68  f.,  76,  112  ff. 
Teachers,  4,  47,  68  f.,   108  ff.,   165; 

improvement  of,  1 1 1  ff . 
Teachers'  meetings,  112 
Temperance,  teaching  of,  132 
Types  of  mind  as  goals,  10  f .,  45 

University  surveys,  51 
Use  of  the  survey,  81  ff. 

Verification,  a  method  of  science,  7 
Vocational    guidance,     117,     144  f.j 
158  f. 

Week-day  instruction,  118,  167 
Worship  in  the  church  and  Sunday 
school,  72  f.,  104  ff. 


Date  Due 


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